小學國語教科書第三人稱代名詞的性別語義特徵之內容分析

Analysis of Third Person Pronouns with Gender Semantic Features in Elementary School Mandarin Textbooks

人稱代名詞的性別語義特徵對閱讀理解的重要性已被過去許多研究證實，並有教學實務上的應用價值，故檢視現行教科書中人稱代名詞性別語義特徵的運用情形，是相當重要的議題。本研究旨在分析現行小學國語教科書康軒版、翰林版、南一版在呈現第三人稱代名詞性別語義特徵的適切性，以及學習順序的連貫性。本研究採內容分析法，主要發現如下：（1）三種版本皆以不同性別人物鋪陳且性別語義特徵清楚的課文占多數。（2）第三人稱代名詞學習順序的部分，指稱男性「他」比指稱女性「她」的學習時間更早，此外，課文中第三人稱代名詞的運用有良好的連貫性。最後，建議教科書編輯提早將指稱女性的「她」編列為正式生字學習，並將指稱不同性別的人稱代名詞安排在同一課；建議編輯小單元來介紹人稱代名詞與文章連貫性的關係。建議未來研究從閱讀發展觀點分析各學習階段學童在代名詞的推論能力；以及探討第二人稱代名詞的性別語義特徵在代名詞推論歷程扮演的角色。

Research in the past has shown that gender semantic cues for personal pronounsare essential for reading comprehension and it can be applied to teaching.Therefore, it is crucial to examine how semantic cues are used in textbooks today.This study analyzes the appropriateness of gender semantic cues for thirdperson pronouns in elementary school level textbooks published by three publishers:Kang-Xuan, Han-Lin, and Nan-Yi. The findings are as follows: (1) Allthree editions use various names for different genders with clear semantic cues.(2) As for the sequence used when learning pronouns, the character representingthe third person pronoun “he” is learned earlier than that for “she.” This sequenceis shown in all three textbooks. Lastly, the present study propose listingthe character for the female pronoun in the formal vocabulary, putting charactersrepresenting pronouns for different genders in the same lesson, and introducingthe relationships between pronouns and composition cohesion in a separatesmall unit. It is recommended that future research focus on the pronounresolution ability of children in different learning stages and how semantic cuesin second person pronouns could influence pronoun resolution.