韓國高等學校教育課程設置第二外國語課程，中國語是第二外國語的五種語言（德、 法、中、西、日）之一。雖然中、韓兩國在政治、外交、經濟、文化上關係很密切， 但是目前在高等學校學中國語的學生數較少。 本論文的目的是分析中國語的教科書的內容及體制，比較中國兒童常用詞與教科書的 生詞，澈底瞭解韓國高等學校中國語教育目標及課程，提出改進中國語教育之意見。 本論文在方法上採用文獻分析法及比較研究法。 本論文全文共壹冊，約五萬多字，共分為五章十六節。各章內容分述如下： 第一章：緒論、研究動機、目的、方法、範圍及專有名詞詮釋。 第二章：簡單介紹中國語；語言的定義，特徵，中國境內的語言，中國語的特性、發 音、文字等。 第三章：敘述韓國高等學校的中國語教育、目標、課桯等。 第四章：分析中國語教科書，內容、字數、發音、生詞等。 第五章：為結論，並討論中國語教科書之分析結果，中國語教育上的問題點及提出改 進意見。

本研究嘗試從「家的外部圖像與內部邊界」、「家庭成員與家人關係」與「親職角色」三部份進行提問。研究者藉由回顧相關法律制定與修訂記錄、官方統計資料、政府出版品、當時報章雜誌、學術研究期刊論文的文獻討論等，對照政治、法律、經濟、教育與社會政策制定與家庭型態的變遷，並以內容分析法依據10次修改課程編修內容長時段地考察國小一年級國語教科書。一方面藉此瞭解不同社會時期，勾勒出教科書中家庭圖像的動態變遷；另一方面，預期可作為未來教師教學與國小教科書編輯的參考。 本研究發現國小一年級國語教科書理想家庭圖像在戰後重建的1950年代、加強民族教育並強調「反共復國」的1960年代、經濟起飛的1970-1980年代、社會改革百花齊放的1990年代，以及2000年以後多元價值並存等五個階段有所不同。隨著政治、經濟、教育與社會變遷、人口轉型、性別平權意識抬頭、個體化發展，以及後現代、多元、異質家庭變遷，突顯出教科書理想家庭圖像更新速度並非完全反映台灣婚姻與家庭變遷，而是執政者政策制定與知識生產的機制在不同時期國家階段性任務。即從農村到都市，從家族集體經驗到個體化，從單一到多元，呈現出有所「變」、有所「不變」的變遷基調。最後研究者進一步對於教科書編輯、家庭教育與後續研究提出幾點建議 / This study explored the elementary textbooks from the following three aspects, “the outer portraits and the inner boundary of family”, “the relationships between family members”, and “parenting role”. By means of reviewing the records and processes of law making; officially statistics data, government publications, newspapers and magazines; and academic journals, researches and literatures, researchers compared different aspects of politics, law, economy, education, social policies and family changes. The content analysis, based on the previous process of compilation, was adopted to analyze the first-grade textbooks in the elementary school. By doing so, I illustrated different changes of ideal family portraits during different social periods of time; on the other hand, I aimed to present the analytical result as a reference for the compilation of the elementary school textbooks in the future. This research found that ideal family portraits shift over time. In different periods of time, government has different foci: during 1950s, after World War II, it focused on reconstruction; in 1960s, it emphasized national education and Anti-China Policy; from 1970s to 1980s, it focused on the acceleration of economy; in 1990s, it reflected the springing up of social evolution; and in 2000s, it revealed the existence of multi-values. Owing to the social changes of politics, economy, and education systems, concerning the demographic transition and the awareness of gender equity, reflecting the characteristics of post-modernization: individualization, multi-values and heterogeneous of family structure, the ideal family portraits from textbooks failed to represent the current family and marriage situations in Taiwan. They are compiled with neither the reality of Taiwan’s marriage nor family. They are compiled with the mechanism which the ruling authority legitimatized their periodical policies. In other words, from rural to urban, from family collective experience to individualization, and from singularity to pluralism, the base between changing and unchanging was indicated. Then, the researcher further offered some suggestions for textbook compilation, family education, and future studies.