台灣三套初中語文教科書的評議

本研究是評論台灣現行三套初中語文教科書的編選是否合理。理據是以系統論、認知論、學科論、能力結構請及課程論為基礎。研究發現：三套教科書都以生活內容來組織單元，單元間縱向銜接以及橫向聯繫的問題都沒有處理好。單元學習提示未能突顯能力的訓練；同時也沒有處理好課後實踐活動以及多元化的語文教學問題。如果以能力來組織單元，上述的問題或可處理得比較合理。
This study examines three sets of currently-used Taiwanese Chinese language textbook critically upon their compilation and selection. Evidence is drawn from system theory, cognitive theory, subject theory, ability construction theory and curriculum theory. The result of the study shows that units of all the three sets of Chinese language textbooks are generated from ideas of daily living. However, no proper integration of units has been made. For the learning units, no clear instruction has been given to disseminate the designated language skills learned. Meanwhile, follow-up activities for units and utilization of diversified language teaching are two important areas which lack sufficient description. It would be highly likely to be more reasonable for the learning units arranged according to the language ability and skills. Copyright © 2006 Hong Kong Teachers' Centre.