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題名：小學國語教科書第三人稱代名詞的性別語義特徵之內容分析
書刊名：教科書研究
作者：黃秋華 引用關係／陸偉明 引用關係
作者(外文)：Huang, Chiu-hua／Luh, Wei-ming
出版日期：2012
卷期：5:1
頁次：頁85-113
主題關鍵詞：性別語義特徵；指稱詞推論；第三人稱代名詞；Gender semantic feature；Anaphora；Third-person pronouns
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(4) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:1606
  • 點閱點閱:74
人稱代名詞的性別語義特徵對閱讀理解的重要性已被過去許多研 究證實，並有教學實務上的應用價值，故檢視現行教科書中人稱代名 詞性別語義特徵的運用情形，是相當重要的議題。本研究旨在分析現 行小學國語教科書康軒版、翰林版、南一版在呈現第三人稱代名詞性 別語義特徵的適切性，以及學習順序的連貫性。本研究採內容分析法， 主要發現如下：（1）三種版本皆以不同性別人物鋪陳且性別語義特徵 清楚的課文占多數。（2）第三人稱代名詞學習順序的部分，指稱男性 「他」比指稱女性「她」的學習時間更早，此外，課文中第三人稱代 名詞的運用有良好的連貫性。最後，建議教科書編輯提早將指稱女性 的「她」編列為正式生字學習，並將指稱不同性別的人稱代名詞安排 在同一課；建議編輯小單元來介紹人稱代名詞與文章連貫性的關係。 建議未來研究從閱讀發展觀點分析各學習階段學童在代名詞的推論能 力；以及探討第二人稱代名詞的性別語義特徵在代名詞推論歷程扮演 的角色。
Research in the past has shown that gender semantic cues for personal pronouns are essential for reading comprehension and it can be applied to teaching. Therefore, it is crucial to examine how semantic cues are used in textbooks today. This study analyzes the appropriateness of gender semantic cues for third person pronouns in elementary school level textbooks published by three publishers: Kang-Xuan, Han-Lin, and Nan-Yi. The findings are as follows: (1) All three editions use various names for different genders with clear semantic cues. (2) As for the sequence used when learning pronouns, the character representing the third person pronoun “he” is learned earlier than that for “she.” This sequence is shown in all three textbooks. Lastly, the present study propose listing the character for the female pronoun in the formal vocabulary, putting characters representing pronouns for different genders in the same lesson, and introducing the relationships between pronouns and composition cohesion in a separate small unit. It is recommended that future research focus on the pronoun resolution ability of children in different learning stages and how semantic cues in second person pronouns could influence pronoun resolution.
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