| 摘要: | 摘 要
本研究旨在探究國中社會領域科教科書內容所蘊含之政治意識型態與教師知覺課程、及教師知覺科教科書政治意識型態課程與國家圖像之關係。首先分析九年一貫課程社會領域教科書所蘊含之政治意識型態內容。其次探討不同背景變項國中社會領域教師知覺課程與國家圖像之差異情形。然後探討國中社會領域教師知覺課程與國家圖像之關係。最後探討國中社會領域教師國家圖像對知覺課程之預測力。
本研究採內容分析法與問卷調查法，首先利用內容分析法分析教科書政治意識型態相關內容，將分析結果轉換成教師知覺課程量表之題目。然後以中部地區苗栗縣、台中縣市、彰化縣、南投縣、雲林縣等六縣市地區之公立中學之社會領域教師為研究對象，共326名教師為樣本。研究工具包括「教師知覺課程量表」及「教師國家圖像量表」所得資料以描述性統計、t檢定、單因子變異數分析、積差相關及多元迴歸分析等方法進行統計考驗。
本研究獲得之結論如下：
一、教科書內容牽涉到政治意識型態者其論述相對於以往忠黨愛國的一言堂式思想，展現了對部份威權體制政治信念的排斥，對於政治意識型態相關概念亦呈現出較為多元之論述。
二、社會領域教師之「政治信念」知覺課程，因性別、年齡、政黨傾向之不同而有顯著差異，但在學歷背景、族群、任教區域、主修科系上則無顯著差異。
三、社會領域教師之「政治成就」知覺課程，因性別、年齡、族群、政黨傾向之不同而有顯著差異，但在學歷背景、任教區域、主修科系上則無顯著差異。
四、社會領域教師之「政治策略」知覺課程，因年齡、政黨傾向之不同而有顯著差異，但在性別、學歷背景、族群、任教區域、主修科系上則無顯著差異。
五、社會領域教師之「政治認同」知覺課程，因性別、年齡、任教區域、政黨傾向之不同而有顯著差異，但在學歷背景、族群、主修科系上則無顯著差異。
六、社會領域教師之「主權」國家圖像，因年齡、族群、政黨傾向之不同而有顯著差異，但在性別、學歷背景、任教區域、主修科系上則無顯著差異。
七、社會領域教師之「國家」國家圖像，因年齡、族群、政黨傾向之不同而有顯著差異，但在性別、學歷背景、任教區域、主修科系上則無顯著差異。
八、社會領域教師之「認同」國家圖像，因年齡、政黨傾向之不同而有顯著差異，但在性別、學歷背景、族群、任教區域、主修科系上則無顯著差異。
九、社會領域教師之國家圖像各層面與知覺課程各層面有相關存在。
十、社會領域教師國家圖像能正向預測其知覺課程各層面。
本研究根據研究結果提出各項建議，以供課程設計、教師教學及日後研究之參考。
關鍵詞：政治意識型態、知覺課程、國家圖像、國中社會領域教師。
The Relationships among Perception Curriculum and Nation Image of Teacher
Shu-Jiuan Chen
Abstract
The main purpose of this study was to explore the relationships among perception curriculum and nation image of teacher in high school in six counties of Taiwan. First, this study examined the effects of different background variables on the main variables. Moreover, we wanted to find out whether nation image, being the predictable to perception curriculum.
A total of 326 teachers responded to a set of instruments including the Perception Curriculum Scales and the Nation Image Scales. The descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression analysis were used to analyze the data.
The findings of the study were summarized as follows:
1. There were significant differences found in gender, age and politicaltendency of teachers’ political belief perception curriculum, nonesignificant differences were found in academic background, race,teaching region and major.
2. There were significant differences found in gender, age, race andpolitical tendency of teachers’ political achievement perceptioncurriculum, none significant differences were found in academicbackground, teaching region and major.
3. There were significant differences found in age and political tendencyof teachers’ political strategic perception curriculum, none significantdifferences were found in gender, academic background, race,teaching region and major.
4. There were significant differences found in gender, age, teachingregion and political identification of teachers’ political achievementperception curriculum, none significant differences were found inacademic background, race and major.
5. There were significant differences found in age, race and politicaltendency of teachers’ right concept, none significant differences werefound in gender, academic background, teaching region and major.
6. There were significant differences found in age, race and politicaltendency of teachers’ national concept, none significant differenceswere found in gender, academic background, teaching region andmajor.
7. There were significant differences found in age and political tendencyof teachers’ identification concept, none significant differences werefound in gender, race, academic background, teaching region andmajor.
8. Teacher’s perception curriculum and nation image were correlated toeach other.
9. Teacher’s nation image positively predicted the perception curriculumof teacher.
Finally, some suggestions for curriculum design, teaching, andfuture research were proposed according to the results.
Keywords: political ideology, perception curriculum, nation image,
the social territory’s teacher. |
