臺灣國小數學CLIL教科書內容分析

Content Analysis on a CLIL Mathematics Textbook for Elementary Students in Taiwan

教科書在教師的教學過程中扮演重要的角色，在臺灣推動雙語教育之際，完備的CLIL 教科書，是影響雙語教師執行雙語教學的重要因素之一。本研究以內容分析法，從教科書的組織結構、文本內容、學習活動、圖文表達以及編寫體例五大面向，進行數學CLIL 教科書和國內三家版本國小數學教科書之比較，並探討數學CLIL 教科書待改進之處。研究結果顯示，數學CLIL 教科書具有三特點：（1）具完整的數學學習內容；（2）具主題式的情境布題特色；（3）具多元性的學習鷹架。數學CLIL 教教科書待改進之處為：（1）學生練習的題數較少；（2）情境布題比較不多元；（3）文字問題的編寫略有局限性。根據研究結果，本文對數學CLIL 教科書的教學提出使用建議，也建議未來發展中高年級教材時，需因應數學概念的複雜度進行教材發展模式的調整。

Textbooks are important to the teaching process. Under Taiwan’s bilingual education policy, a well-developed Content and Language Integrated Learning (CLIL) textbook is an important factor interacting the implementation of bilingual teaching. This study used the content analysis approach to examine a CLIL mathematics textbook, newly developed by the authors, in five aspects – organization, content, learning activity, mathematical representation, and text – comparing to other three major mathematics textbooks, published locally. The three major features of the CLIL mathematics textbooks include well-developed math learning contents, theme-based situated learning, and diverse learning scaffoldings. However, certain adjustments may be needed for the authors’ version. For example, more exercises for practice, more diverse mathematics examples, and more word problems must be added. Based on the research results, this study provides suggestions for teachers using the CLIL mathematics textbook in CLIL classrooms. This study also suggests that more adjustments are needed while developing other textbooks for intermediate and higher-level graders.