| Summary: | 碩士 === 國立中正大學 === 教育研究所 === 95 === The “cultural reproduction theory” shows that the main point of “class reproduction“ lies in the close connection between class culture and textbook. Although the textbook is open and pluralistic after our country began to practise the Grade 1-9 Curriculum from the primary school’s grade one in 2001 school year, the content of the textbook still hides a certain class'' value, and the teacher quite relies on the textbook. Moreover, Taiwan turned to the democratization of politics in 1987. The combination of the political democracy and the economic development prompted the hedge of social class to take shape, the class ideology replaced political ideology gradually, and therefore the increase of the importance of the analysis of class ideology will go without saying. Seeing that the relevant domestic and international textbooks’ researches of class ideology over the years didn’t wholly contain the analysis’ categories of the class, the whole textbook research of class ideology shows its conspicuous necessity.
This research aims at analyzing class ideology in the textbooks. Adopting content analysis to analyze the 2005 school year’s primary school social-study textbooks of Kang Hsuan edition’s one to eight volumes of our country, this research divides “class ideology“ into five aspects: “family''s class“, “occupational class“, “class'' concept“, “class'' value judgment“ and “characteristic of middle class “. Purposes of this research are as follows:
First, this research probes into the scene of family’ class showed in the primary school social-study textbooks.
Second, this research probes into the occupational class appeared in the primary school social-study textbooks.
Third, this research probes into the class’ concept transmitted in the primary school social-study textbooks.
Fourth, this research analyzes the class’ value judgment hidden in the primary school social-study textbooks.
Fifth, this research analyzes the characteristic of middle class contained in the primary school social-study textbooks.
Conclusions of this research are as follows:
First, family''s class aspect: the textbooks show “residential housing of the family“ of the middle and working class, but it is a pity not giving consideration to “family recreation activity” and “material artifact at home” of the working class.
Second, occupational class aspect: the textbooks pay attention to the equality of occupational “occurrence number” of the middle and working class, but still not take the occupational “plurality” into account.
Third, class'' concept aspect:
1. The textbooks transmit the concept of “class is equal“ to blur class consciousness.
2. The textbooks transmit the concept of “class divide for cooperation” to give “class divide” the functional veil.
Fourth, class'' value judgment aspect:
1. The textbooks transmit its value judgment for the middle and working class through the “class'' disparity” phenomena hidden in the ”comparison between personage , city and village, modernity and tradition, housing” in the textbooks.
2. The textbooks give occupational personage of the middle and working class specific marks in “inherent personality” and “appearance wear”, in which the class’ value judgment of “class stereotype” is hidden.
Fifth, characteristic of middle class aspect: Containing the multiple middle class characteristics, the textbooks block the working class students’ intimacy with the content of the textbooks.
Sixth, all in all, the textbooks present the class ideology of family''s class, occupational class, class'' concept, class'' value judgment and characteristic of middle class.
Synthesizing the discovery of research progress and results, this researcher offers the following suggestions for the references of future teachers’ teaching , textbooks writing and follow-up researches:
First, future teachers’ teaching aspect: It is necessary for them to know the textbook of the middle class culture and its effect for the working class students’ bad grades.
Second, future textbooks writing aspect:
1. Family''s class aspect: It is necessary to show the “family recreation activity” and “material artifact at home” of the working class.
2. Occupational class aspect: It is necessary to pay attention to the “equality” of occupational occurrence number of the middle and working class.
3. Class'' concept aspect:
(1) It is necessary to distinguish the difference between the concepts of “occupation” and “industry”.
(2) It is necessary to report the actual conditions of the parade activity without prejudice.
4. Class'' value judgment aspect:
(1) It is necessary to avoid presenting the “comparison” of “disparity” between the middle and working class in the narration and pictures.
(2) It is necessary to avoid appearing the “stereotype” for the middle and working class in the narration and pictures.
5. Characteristic of middle class aspect:
(1) It is necessary to fill with the “narration” for the “foreign culture”, and mention the “appreciation” for the “Chinese culture”.
(2) It is necessary to face the “question of gap between the rich and the poor“, “question of environmental economy” and “question of disparity in city and village” existing in the society.
(3) It is necessary to avoid to “blame labors the unemployment” and “belittle the person who refuses science and technology“.
(4) It is necessary to mention the “participation” for the “local culture” of our country.
6. Textbook committee aspect: It is necessary to include the “working class representative” in the textbook commission.
Third, future researches aspect:
1. It is necessary to expand the research’s object to other “learning field”, “edition”, “form of textbook” and “learning stage”.
2. It is necessary to probe into the “family’s life style” of the middle, working, even superior class further.
3. It is necessary for the definition of “class” to be “wider” and “deeper”.
4. It is necessary to further examine the “superior class characteristic“ and “working class characteristic” which are contained in the textbooks.
5. It is necessary to further analyze the situation of the “superior class” on “family''s class”, “occupational class”, “class'' concept,” and “class'' value judgment“.
6. It is necessary to adopt “classroom observation” to fill with the meaning of the research result.
7. It is necessary to adopt other “research approach“ to carry out the analysis of class ideology in the textbooks.
Key words: Social-study textbook, class, class ideology, content analysis, family''s class, occupational class, class'' concept, class'' value judgment, characteristic of middle class
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