從教學事件分析國中數學教科書與備課用書之設計脈絡──以三角形性質單元為例

Analyzing the Context of Design in Junior High School Mathematics Textbooks and Teacher’s Edition Textbooks from the Perspective of Events of Instruction: Using Properties of Triangles as an Example

教科書是學生學習數學的重要工具，而備課用書則是國中數學教師主 要的教學素材。本研究依據Gagné 的教學事件，以內容分析法探討國 內三個主要版本的國中數學教科書及其備課用書。以三角形性質為主 要分析的單元主題，探討其教學事件之脈絡結構。研究結果顯示三個 版本的教科書及其備課用書，它們所展現的教學事件之脈絡結構及分 布大致相同，皆以「說明教學目標」、「呈現內容及提供指引」、「誘 發學習表現」、「評鑑學習表現」及「增進保留遷移」為五個主要的 教學事件。與教科書相比，備課用書除了提供學習回饋外，還增加遷 移問題及各種教學目標的段落說明供教師參考。根據研究結果，建議 教科書及備課用書可再增加上述五個主要教學事件外的其他教學內 容，以提供學生更多的學習機會及豐富教師的教學設計參考。

Textbooks are the important tool for learning mathematics and teacher’s edition textbooks are the primary instructional materials used by junior high school mathematics teachers in Taiwan. Based on Gagné’s events of instruction， three main versions of Taiwan junior mathematics textbooks and the teacher’s edition textbooks were examined using content analysis. The teaching context and the demonstration of instructional events in the chapter about the properties of triangles were analyzed. Results showed that teaching context and demonstration of instructional events from different versions of textbooks were similar. Five main instructional events: “present learning objectives，” “present new content and provide for learner guidance，” “provide for practice，” “assess performance，” and “provide for retention and transfer” were found in all the textbooks and their lesson plan compendia. The primary differences between the textbooks and teacher’s edition textbooks were the latter provided more feedback and transfer problems and the various current learning objectives. In addition to the five events of instruction described above， we suggest that remaining instructional events can be added to textbooks and teacher’s edition textbooks to provide learning opportunities for students and teaching resources for teachers.