HKIER

摘要

本文由課程社會學的觀點出發，透過課本的內容分析，探討小學課程內容與個人現代性的關係。作者選取香港及台灣正規課程中最通行的教科書版本，並參照東、西方有關現代性的研究成果設計“個人現代性－傳統性”量表，從而對兩地的小學國語及社會課本進行量化分析。研究結果顯示四套課本的現代性比重大於傳統性，但均有現代性與傳統性相抗衡的現象；而香港課本的現代性較強，台灣課本的傳統性較強。反映兩地課本均發揮“再生產”社會既有文化意識的功能。

Abstract

This essay explores, from the perspective of Sociology of Curriculum and through the method of content analysis, the relationship between primary school curricular content and Individual Modernity. The author designed an "Individual Traditionality-Modernity Scale" which was based on relevant research results in the West and East. This scale was then used in a quantitative analysis of two school subjects: Chinese Language and Social Studies, using a selection of the most popular editions of textbooks in Taiwan and Hong Kong. The study revealed that elements of modernity constitute a greater proportion than traditionality in the four sets of textbooks. However, these two opposing elements often crop up in the same issues covered by the textbooks. It was also discovered that elements of modernity are stronger in textbooks from Hong Kong, whereas elements of traditionality are stronger in those from Taiwan. These show that the textbooks concerned have taken up a function of "Re-production" of the cultural values in the two societies.