本研究旨在分析芬蘭小學數學教科書國際教育內容，以當前最受學校師生歡迎的WSOY版小學數學教科書Laskutaito為分析對象。本研究以Laskutaito in English之五年級「選修題材」單元為例，採內容分析法，以「題組」為分析單位。研究發現有二：一、五年級「選修題材」單元的國際教育學習主題至少涵蓋了國家認同、國際素養，以及全球競合力，其中國家認同的學習主題鋪陳最多，國際素養居次，全球競合力則為第三；二、五年級「選修題材」單元安排有計算機融入數學學習的題組、引入歐洲其他國家數學問題的題組，提供了學生運用科技工具解決問題和拓展國際視野之機會。本研究最後提出幾點建議為關心數學教育與國際教育之工作者參考。
Do senior high school English textbooks sufficiently prepare students for the high-stakes college entrance examinations? A corpus-based analysis of text difficulty
The aim of this study was to uncover how sufficiently senior high school English textbooks in Taiwan prepare students for reading the passages in the high-stakes college entrance examinations in terms of text difficulty. A corpus-based approach was adopted to compare the vocabulary load and readability of passages extracted from senior high school textbooks and from the English test papers of college entrance examinations. Two corpora were compiled: a textbook corpus comprising texts extracted from all five editions of Ministry of Education (MOE)-authorized senior high school textbooks and a test corpus containing all of the reading passages in the college entrance English tests from the 2002 to 2017 school years. The results indicate that the passages in the English textbooks do not match those in the tests in terms of the vocabulary load and several Coh-Metrix readability metrics. The reading passages in the English tests generally have lower overall readability, lower narrativity, and higher syntactic complexity than those in the textbooks. The test passages also require a much larger vocabulary size than the textbooks do. Implications of the findings for students, textbook writers, English teachers, and the MOE are provided.
Cheng, Y.-S., & Chang, S.-C. (2022). Do senior high school English textbooks sufficiently prepare students for the high-stakes college entrance examinations? A corpus-based analysis of text difficulty. Journal of Textbook Research, 15(1), 43-80.