國小社會領域教科書時序概念教材之探究：以第1-4冊為例

Research on the Chronological Concept of Elementary Social Studies Textbooks: A Case Study of Books 1-4

本文主要探究國小社會領域第1-4冊教科書時序概念教材的特色，並針對其合理性提出建議。研究方法以內容分析法、文本分析法為主。經研究後發現，教材最先出現時間經過的詞彙以教導順序概念；大量出現「早期、傳統、現代」等詞彙，來教導事件的次序與今昔不同；日期標示以民國紀年為主，且大多用來表示圖表的年份，以及教材可能誤導變遷概念，並傳遞現代進步的意識型態。針對教材提出的建議主要有：宜提升兒童分辨事件（物）次序與計算日曆時間的能力，以及教導深遠的時序概念，也要使用合宜的史料證據與探究教學法來教導變遷概念。

This article mainly explores the characteristics of the chronological concept presented in elementary social studies textbooks 1-4, followed by recommendations. This study employed content analysis and textual analysis to analyze the textbooks, and yielded the following findings. First, the words concerning the passing of time are used to teach the concept of "sequence." Words such as "ancient, modern, traditional" are frequently used to describe the sequence of events and the distinction between the past and the present. Moreover, the dates are dominated by the Republic of China calendar. They are mostly used to represent the years in the tables and charts, to clarify the concept of change that is otherwise likely to be misleading, and to convey the modern ideology of progress. Based on the findings from the study, it is recommended that the teaching materials enhance the students’ ability to distinguish the sequence of events and calculate calendar time, as well as to recognize the broad chronological concept. It is also recommended that appropriate historical evidence and inquiry-based teaching methods be adopted to teach the concept of change.