以自我決定理論探討高中公民教科書的趣味性之探索性研究

Abstract

本研究旨在探討現行高中公民與社會科教科書之「教材趣味性」構成要素，並以自我決定理論（Self-Determination Theory, SDT）檢視教科書設計如何支持學生之自主性、勝任感與關聯感，進而影響其學習動機。研究以質性取向，採取半結構式深度訪談，訪談對象包含專家1位、高中公民教師4位與學生8位。 研究發現：教科書在自主性支持上呈現兩面性，雖提供開放式提問與多元觀點，但語氣預設立場或缺乏適切支架時，易使學生轉向尋求標準答案並產生受控感；勝任感支持主要受限於閱讀導引不足與內容結構不夠清楚，導致學生自學時產生理解不確定感；關聯感支持相對薄弱，常因在地脈絡不足或生活經驗落差而削弱連結與討論動機。進一步分析顯示，三需求支持具有交互作用：當勝任感或關聯感不足時，自主設計易流於形式；若同時具備可理解的鷹架與貼近生活之情境，自主性較能轉化為持續投入的趣味性經驗。 據此，本研究建議強化情境化敘事與在地案例配置，並於關鍵概念與圖表推論處增設閱讀導引與自我檢核提示，以提升三需求的同步支持。

關鍵詞：高中公民教科書、趣味性、自我決定理論、內在動機、教材設計

This study explores the elements of "instructional interest" in Taiwanese high school Civics and Society textbooks, examining how their design supports students' psychological needs—autonomy, competence, and relatedness—based on Self-Determination Theory (SDT), and its impact on learning motivation. Employing a qualitative approach, this study conducted semi-structured interviews with one expert, four civics teachers, and eight students. Findings indicate ambivalent support for autonomy: while open-ended questions and diverse perspectives are provided, prescriptive tones or inadequate scaffolding often lead students to seek standard answers and feel controlled. Competence support is limited by insufficient reading guidance and unclear structure, causing uncertainty in self-study. Relatedness support is weakest, often undermined by lacking local contexts or relevance to students' lives, reducing engagement. The three needs interact: weak competence or relatedness renders autonomy features superficial, whereas effective scaffolding and relatable scenarios enhance sustained interest. Recommendations include incorporating more contextualized narratives and local cases, and adding reading guidance and self-assessment prompts at key concepts and visuals to better fulfill all three psychological needs simultaneously.

Keywords: high school civics textbooks, instructional interest, Self-Determination Theory, intrinsic motivation, instructional design