The Construction of Evaluation Criteria and Weights for Social Study Textbook in Elementary Schools

• Main Authors: Chen ming-ying, 陳明印
• Other Authors: Fung ying-ming
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/94948925286152567391

博士 === 國立臺灣師範大學 === 教育研究所 === 88 === The Construction of Evaluation Criteria and Weights for Social Study Textbook in Elementary Schools Abstract Textbook liberation in elementary schools is involved in edition, audit, evaluation, selection, prices setting and regulations while evaluation is the first crucial consideration. Among businesses related to the textbook audit, the construction of evaluation criteria is the most important one. The research aims at exploring and constructing a complete set of evaluation criteria and weights for social study textbook in elementary schools and providing suggestions for the reference of related authorities and personnel to improve the evaluation of textbook audit. To reach the purposes of the research, the research are designed as follows: 1. adopting literature exploration to approach the textbook compilation system of other countries and the properties, meanings and origins of textbook evaluation 2. exploring the construction principles, procedures, strategies, content analysis, scoring, weights and classification of textbook evaluation criteria by using theory analysis 3. employing Delphi to establish practicable evaluation criteria by consulting experts about the evaluation criteria for social study textbook 4. using AHP to explore the weights of evaluation criteria for social study textbook in elementary school The consulting experts consist of 30 members from university educators of related domains, R&D editors of various versions for social study textbook in elementary schools, representatives from fields of audit & evaluation, selection education and educational administration for social study textbook in elementary schools. The outcomes of questionnaires are analyzed by average, multitude, frequency, CHISQ test and AHP respectively. The conclusion manifests as follows: 1. The properties of textbook evaluation can be classified as emphasis points, reference object, subject matter, content attribution, implementation process, guiding basis, skeleton quality, analysis material, range of application, degree of significance, proceeding manner, internal and external validity. 2. The textbook evaluation criteria are constructed upon the outcome of fundamental research, while their basis of establishment can be examined from the scope of textbook content, education domain and learning state of students. 3. The construction of textbook evaluation criteria should contain three aspects: the structure, content and implementation and proceed with four steps: developing criteria object, constructing criteria, defining criteria, revising criteria. 4. A complete textbook evaluation system should include scoring measure, scoring symbol, weight proportion and outcome explanation. Besides, the evaluation is exercised according to the key issues emphasized by evaluators. 5. Among multi-principle decisions, AHP is a better choice for it enhances the confidence of decision-makers and it can be executed easily. Above all, it can combine Delphi and Fuzzy into research methods of DHP and FAHP. It can modify comparison frequency into SAHP, revise scoring questions into MAHP or correct nine-ranking pair comparison into five-ranking pair comparison. It is one of the important research methods in constructing weight of textbook evaluation criteria. 6. The social study textbook in elementary schools can be evaluated by 5 first- grade criteria, 21 second-grade criteria and 64 third-grade criteria. 7. Among the 5 first-grade evaluation criteria of social study textbook in elementary school, the weight for each item is: content (33.7%), teaching design (26.9%), social consideration (16.1%), readability (14.8%) and graphic & arts and printing (9.0%). 8. The indicators of “content” evaluation criteria weight as: object (38.3%), material selection (22.5%), organization (20.7%) and format (18.5%). 9. The indicators of “teaching design” evaluation criteria weight as: application of users (36.0%), teaching design (30.9%), learning evaluation (19.5%) and learning resource (13.6%). 10. The indicators of “graphic & arts and printing” evaluation criteria weight as: illustration (46.1%), layout (28.9%), paper and printing (15.4%) and binding (9.6%). 11. The indicators of “readability” evaluation criteria weight as: expression (44.1%), vocabulary (28.2%) and sentence (27.6%). 12. The indicators of “social consideration” evaluation criteria weight as: culture aspect (25.1%), debate issue (16.0%), minority group caring (15.6%), faith and value reference (15.6%), social and economic reference (14.3%) and sex role (13.5%) In addition, the research makes up one set of evaluation checking lists for social study textbook in elementary schools according to research findings. Also, the research provides administration authorities and personnel in related fields with seven items of suggestions for the reference of practical application and direction of further research.