華人文化圈培養「全球公民」之作為與不作為—中小學社會科課程之內容分析、文本分析和論述分析

The purpose of this research (1st phase research) is to construct “ Items list of analysis on golobal citizenship connotions ” and to analyze and discuss the content presentation and differences of global citizenship education between social studies textbook versions NANI, KNSH and HANLIN in junior high school. This study adopts the content analysis methodology. First, in order to build up the analysis category for the research, we consult experts for their opinions and refer to the documents and literature of global citizenship education. We divide global citizenship education to three main dimentions, “Knowledge and Understanding”、”Values and Attitudes” and ”Skills and Abilities to Practice”. Moreover, these dimentions are further divided into totally 14 sub-dimentions and 36 minimal items in order to completely analyze the connotation of the textbooks published in 2013 in junior high school studies area. The conclusions are as follows： 1. In the three main dimentions, “Knowledge and Understanding” is the most emphazied one in contrast to “Skills and Abilities to Practice”, for all textbook versions. 2. For the main dimention “Knowledge and Understanding”, all textbook versions put emphasis on ‘global history and geography’, ‘social justice and human rights’ and ‘environmental sistenbility and development’, and in constrast, ‘anti-globalzation’ and ‘global disease cognition and prevention’ are less mentioned. 3. For the main dimention “Values and Attitudes”, all textbook versions put emphasis on ‘caring about global environment’, ‘caring about ecological environment sustainable development‘, ‘caring about the practice of human rights’ and ‘caring about the disadvantaged groups’, and in constrast, ‘caring about wealth gap’, ‘self-cognition for the role of global citizen’ and ‘belief that people can make a difference’ are less mentioned. 4. For the main dimention “Skills and Abilities to Practice”, all textbook versions lack of the content about the ‘ability of cross-countries cooperation’, and ‘critical thinking’ and ‘media literacy’ are also rarely mentioned.