我國高中地理教科書之圖像內容分析

Abstract

本研究針對教科書作為教育現場核心媒介的重要性，探討地理教科書的圖像使用與學習內容之對應。隨著我國「十二年國民基本教育課程綱要 （108課綱）」的實施，教育目標強調素養導向與多元識讀能力，對於高度依賴視覺資訊的地理學科而言，圖像的設計對學生學習影響重大。然而，現有國內文獻多聚焦於文字內容或單一的地圖研究，且多數研究對象仍停留在舊版課綱時期，缺乏針對現行高中地理教科書中照片、圖表、甚至圖組等多元圖像類型的系統性分析。因此，本研究旨在填補此研究缺口，透過整體性的圖像內容分析，探討在一綱多本制度下，不同版本教科書的圖像使用策略差異，以及圖像如何分布於各地理學習單元內容項目中以達成教學目標。 研究方法與設計上，本研究選取113學年度現行使用的三民、南一、翰林與龍騰四個版本之普通高中《地理》第一冊、第二冊教科書為分析對象。研究範圍聚焦於「地理技能」、「地理系統（自然）」與「地理系統（人文）」三大核心主題。並依據圖像的視覺呈現形式，建立包涵地圖、照片、圖表、繪圖、構想圖、延伸資源、圖組等七大類別的編碼架構，對3,970張圖像（含673件圖組）進行內容分析。本研究特別針對「圖組」的內部構成進行深入的次級分析，以瞭解地理教科書如何組合多種圖像以表達完整的地理概念。 研究結果顯示，雖然各版本教科書均依循同一課綱編寫，但在圖像編排策略上呈現顯著差異。各出版社依據編輯理念，在不同學習主題上的圖像密度與類型偏好不同。如龍騰版在「地理技能」與「地理系統（人文）主題中呈現最高的圖像密度與比例，並運用圖組與外部影音延伸資源，顯示其重視多媒體輔助學習的策略；三民版則在「地理系統（自然）」中圖像密度最高，並大量使用繪圖作為示意及風格經營。這些差異證實在一綱多本的現行體制下，教材設計者透過不同的圖文搭配策略來詮釋課程內容。 針對教科書內容的圖像分布分析結果發現，不同主題對圖像類型的需求也具有高度的差異性。「地理系統（自然）」為了解釋複雜且整體的自然運作機制，使用了最多的圖像，且高度依賴「圖組」整合照片與示意圖，以解釋地形演變或氣候成因。「地理技能」則主要以「地圖」類別為主，輔以流程圖解釋說明。在「地理系統（人文）」單元中則呈現相對平均的圖像分布，但在如「產業活動」的單元中因需連結真實世界案例與抽象理論，大量使用了「照片」與「構想圖」。 研究結果更進一步發現「圖組」作為傳遞複雜地理知識的關鍵載體，佔總體圖像的四分之一以上，其中又以「照片搭配地圖」的形式最為普遍，顯示地理教育高度重視地景實例與空間位置的連結。 本研究透過系統性內容分析，具體呈現108課綱下高中地理教科書的圖像分布現況，突破過去以地圖分析為主的研究侷限，全面盤點各類圖像在建構地理知識系統中的功能。本研究結果能夠作為地理教科書在圖像設計與優化的具體參考，也為第一線教師針對不同地理教學主題制定圖像指導策略提供實證依據。同時，本研究根據各學習單元所分析出的圖像優先次序，也能為視障學習者觸讀圖冊或閱讀指導輔具的開發提供具體的參考指引，對地理教育的研究與實務做出貢獻。

Textbooks are central to education, significantly influencing teaching quality and student learning. In geography, which relies heavily on visual aids to explain spatial concepts, graphic design is vital for understanding. Taiwan's Curriculum Guidelines of 12-Year Basic Education (the 108 Curriculum) has shifted to a competency-based model emphasizing multimedia literacy and cross-disciplinary skills. Consequently, students must now integrate textual and visual information, highlighting the importance of graphics in textbooks. However, existing research primarily focuses on text and maps, neglecting other visual elements such as photos and charts. Most studies are based on the outdated 99 Curriculum, which does not reflect current pedagogical needs. This study addresses this gap by analyzing graphics in modern senior high school geography textbooks, exploring how different publishers utilize graphics and their distribution across curriculum topics. Using Content Analysis, the study examined the first two volumes of 'Geography' textbooks used in the 113th Academic Year (2024–2025). Four editions were selected from San Min, Nan I, Han Lin, and Lung Teng, representing diverse interpretations of the national curriculum. The analysis focused on three core competencies: 'Geographical Skills,' 'Geographical Systems (Nature),' and 'Geographical Systems (Human).' A coding scheme classified images into seven types: Maps, Photographs, Charts/Graphs, Drawings (including cartoons and decorative illustrations), Diagrams/Concept Maps (like flowcharts), Extended Resources (such as QR codes linking to external media), and Graphic Groups—sets of images conveying complex concepts. Expert coders from library science, education, and geography achieved an average agreement of 91.32%. Findings show that, despite adherence to the same curriculum, textbooks differ in graphic arrangement strategies, reflecting diverse editorial philosophies. Lungteng emphasizes multimedia and skill development, with high graphic density in 'Geographical Skills' and 'Geographical Systems (Human),' integrating QR codes with videos for multimodal learning. San Min focuses on 'Geographical Systems (Nature),' employing drawings such as cartoons and illustrations to make content more accessible. These variations demonstrate that Taiwan's 'one guideline, multiple versions' approach results in various text-image strategies for curriculum interpretation. Analyzing the distribution of graphics across themes reveals that different geographic topics require diverse visual representations. 'Geographical Systems (Nature),' covering complex subjects like climate mechanisms and topography evolution, is the most visually data-intensive segment, with about 40% of content consisting of 'Graphic Groups'—combinations of schematic diagrams, landscape photos, or charts and maps to illustrate processes and spatial distributions. 'Geographical Skills' mainly uses maps and flowcharts to teach map elements and GIS procedures, while 'Geographical Systems (Human)' balances photographs, especially in units like 'Industrial Activities,' pairing real-world images with diagrams to clarify theories about industrial location and economic flows. A key finding is the prominence of 'Graphic Groups' as a primary modality for conveying complex geographic information—they account for 26.38% of all graphics, surpassing individual categories like maps or photos in some contexts. The most common configuration is 'Photograph + Map,' which links concrete landscape examples to their spatial contexts to enhance understanding. This study makes four main contributions. First, it extends research beyond maps to include all graphic types, especially 'Graphic Groups.' Second, it offers practical insights for publishers to optimize graphic design by integrating visual types to reduce cognitive load. Third, it guides educators by identifying key visual types in each unit, facilitating targeted 'graphic reading' strategies such as interpreting diagrams or synthesizing photographs. Fourth, it promotes inclusive education by highlighting the informational value of graphics and providing guidelines for tactile graphics and audio descriptions to assist visually impaired students. In summary, this study systematically examines graphics in senior high school geography textbooks under the 108 Curriculum, revealing diverse design strategies, distribution patterns, and the central role of graphic groups. Its findings support curriculum implementation, teaching practices, and inclusive education, contributing to a better understanding of visual literacy in geography education.