國中地理科教科書文本結構類型與複雜度分析

Text Structures and Complexity of Junior High School Geography Textbooks

教科書是獲取知識最直接的來源之一，地理強調人地互動、空間變化，對涵育世界公民相當重要，但國內社會領域教科書分析以歷史、公民為主，缺乏地理的探究，且教科書分析以學科概念與意識型態為主軸，較少從文本結構進行分析，然而文本結構覺察有助閱讀理解。據此，本研究參考說明文文本結構定義與分類架構，採內容分析法檢視國中地理教科書文本結構類型及其數量、分布，探究複雜文本結構組成及其變化。研究發現國中地理教科書主結構以描述列舉為多，問題解決次之|因果關係、比較對照與時間序列則常見於次結構。其次，國中地理教科書文本結構複雜、變化多，但複雜結構多是基礎結構擴充或變化型。最後，不同年級文本結構複雜度不同，九年級複雜度最高。本文並根據研究結果提出相關結論與建議。

Reading textbooks is the most direct means of obtaining knowledge. Geography highlights the interactions between people and environment and spatial variability, all of which present crucial information for cultivating future citizens. However, geography textbooks are not paid sufficient attention in Taiwan. Most textbook analyses mainly focus on history or civics and society| moreover, the analysis mostly concerns conceptual knowledge and the ideology underpinning subject contents. The current study examined the text structures of secondary geography textbooks through content analysis. The definition and classification of text structures were concluded from previous studies which provided the framework for this study. The distribution and combination of text structures and their variations were also explored. The study findings are as follows: First, the majority of the main structures in secondary geography textbooks were descriptions, followed by problem/solution. Cause/effect, compare/contrast, and sequence structures were common in substructures. Second, text structures were complicated and existed in various combinations. However, complicated structures were often expanded on the basis of basic ones. Third, the complexity of text structures varied with grade levels, and the structure for ninth grade was the most complicated. Finally, several conclusions and suggestions were presented based on the study findings.