| Summary: | 碩士 === 國立屏東師範學院 === 國民教育研究所 === 91 === The primary purpose of this thesis is not only to investigate the appearances of contexts and contents of family concepts in different editions of Mandarin language textbooks of first grade in elementary schools, but also to discuss elementary school teachers’ opinions about contents of family concepts. So that the findings of the study can be provided as references for Mandarin language curriculum development and new editions in the future.
The methods adapted by this research are document analysis, content analysis, and interviews. Specifically, collecting related literatures, analyzing the contents of all editions of Mandarin language textbooks of first grade in elementary schools, and discussing teachers’ perceived curricula through interviews. The main findings of this study are listed as the following:
1. Types of family:
The main family type of all five editions is the core family. The frequency of appearances of stem family and extended family is low. Single-parent family and grandparent-and-grandchild family are not mentioned.
2. Family relationship:
All editions of textbooks place emphasis on the parent-child relationship, but seldom on other members’ relationship. Marriage relationship and the role of grandparents belonging to mother’s family tree are not mentioned.
3. Family function:
Most editions of textbooks emphasize on emotional function. Recreational function is limited to outdoor activities. Economic function is exhibited only in picture presentation without any further description. Religious function is not discussed.
According to the finding of this study, the researcher provides the following suggestions:
1. Family types other than core family should be included in Mandarin language textbooks to present the existing family types in our society.
2.The roles of grandparents belonging to mother’s family tree can be included in textbooks, and stereotyped gender roles should be minimized.
3.Religious function and economic function of the family should be included; recreational activities and locations should be multiple.
4.Family education and parental education should be implemented in school. Gender education should be included in textbooks to facilitate correct family concepts when students learn in early period.
5.Teachers should be able to adjust one’s family concepts and critique the textbooks to avoid passing down the stereotype to the next generation.
6.The subject of Mandarin language can be integrated with other subjects during instruction and be incorporated the family concepts by integrated curriculum.
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