| 摘要: | 本研究旨在分析臺灣五至九年級及美國六至八年級教科書中比例單元，以利了解兩版教科書間的編寫差異，研究方法為內容分析法，情境題分類以量化的方式進行，而無法進行量化的一些教科書編排或內容差異則以質性分析進行探討。
本研究的量化研究發現在教學例方面，兩版題數的差異不太明顯，但在課後練習上，美國版明顯題目較多，為學生提供了更多的練習機會；臺灣版國小階段的比例課程總題數偏重於無情境題目的狀況，但因題目數相對較少，可能降低了精熟練習的機會。在整個比例單元中，美國版課後練習的情境類型分布與臺灣相似，但兩版教學例的情境類型分布則明顯不同，臺灣版教學例分布偏重無情境與個人情境，而美國版教學例的分布以個人情境最多，社會與職業情境次之。
質性分析顯示，兩版的內容編排方式差異在於美國版更注重問題導向，而臺灣版則較注重先備知識和定義的描述；在美國版單元間的連結與銜接方面，透過索引和核心標準強調知識之間的連貫性，有助於學生形成更完整的理解；因臺灣版新課綱刪除六年級正比單元，研究者針對臺灣版舊課綱六年級正比內容做探討，認為六年級無提出正比，有可能會讓學生失去學習的機會。最後，臺美兩版比例課程的內容異同主要體現在單元放置、具體內容和教學重點上。
本文最末附上臺灣版比例單元之「21 世紀技能」簡易分類，並與文獻中的 IB 某版教科書的比例單元比較。研究者期許本研究之結果能提供未來比例課程設計者一些參考，並希望能對於臺灣中小學數學教科書中比例單元的教材設計有所助益。;The purpose of this study is to analyze the proportional units in the textbooks of grades 5 to 9 in Taiwan and 6 to 8 in United States to understand the differences in the writing of the two editions of textbooks.
The quantitative study of this study found that in terms of teaching examples, the difference in the number of questions between the two editions was not obvious, but in the after-class practice, the United States version obviously had more questions, providing students with more opportunities to practice. The total number of questions in the Taiwan version of the proportional curriculum at the primary level is biased towards the situation of non-situational questions, but because the number of questions is relatively small, it may reduce the opportunity for proficient practice. In the whole scale unit, the distribution of situation types in the United States version of after-school exercises is similar to that in Taiwan, but the distribution of situation types in the two versions of teaching examples is significantly different, the distribution of teaching examples in Taiwan is more focused on no situation and personal situation, while the distribution of teaching examples in United States version is most in personal situation, followed by social and professional situation.
The qualitative analysis shows that the difference between the content arrangement of the two editions is that the United States version pays more attention to the problem orientation, while the Taiwan version pays more attention to the description of prior knowledge and definitions. In terms of links and articulation between units in the United States version, the coherence between knowledge is emphasized through indexes and core standards, which helps students form a more complete understanding; Due to the deletion of the sixth-grade proportional unit from the new Taiwan version of the syllabus, the researchers discussed the sixth-grade proportional content of the old Taiwan version of the syllabus, and believed that the sixth-grade did not propose a proportionality, which may make students lose the opportunity to learn. Finally, the similarities and differences in the content of the two versions of the Taiwanese and American proportional courses are mainly reflected in the unit placement, specific content and teaching focus.
At the end of this article, a simplified classification of "21st Century Skills" of the Taiwan edition of the scale unit is applied, and a comparison is made with the scale unit of an IB textbook in the literature. The researchers hope that the results of this study can provide some reference for future proportional curriculum designers, and hope that it will be helpful for the teaching material design of proportional units in primary and secondary school mathematics textbooks in Taiwan. |
