| Summary: | 碩士 === 國立中山大學 === 教育研究所 === 91 === Abstract
This research aims to analyze and compare the proportion of sentences conforming with sustainable development concept in three versions of elementary Chinese and Social Studies textbooks, of Kang Xuan, Han Lin and Nan Yi versions, and to understand elementary and junior high school students'' knowledge, recognition and myths on sustainable development conception. It was also analyzed the sustainable development conceptual differences of the students with different background variables, and made an integrated research conclusions.
The research proceeds document analysis method and questionnaire inquiry method. The former is in accordance with ten Principles of National Sustainable Development of Taiwan to analyze sentences conforming with sustainable development principles in three versions of Chinese and Social Studies textbooks. Subjects responding to the sustainable development concept recognition questionnaire consist of 2850 students of elementary and junior high school. Statistical analysis including mean, standard deviation, percentage and the analysis of variance were computed to understand the state, myths and differences of pupil''s sustainable development conception.
The results indicated that three versions of Chinese and Social Studies textbooks present plentiful proportion of sentences conforming with sustainable development principles, especially centralizing on three principles “generation fairness”, “environment carrying”, and “balance consideration”. In Chinese Studies, the proportion of sentences of Kang Xuan centralizes Book Nine; the high grade of Han Lin''s proportion of sentences is higher than the low grade''s; each volume of Nan Yi''s proportion of sentences tends to average. In Social Studies, the proportion of sentences of three versions all centralizes Book Twelve and Seven, but it is very little in other volumes.
Moreover, the results indicated that both high school and elementary school students'' sustainable development conception reaches approximately acceptable degree. The reason is that students’ recognition toward sustainable development conception really implies myths, especially students often think that the behaviors good for human living practical purpose are in accordance with sustainable development. However, they neglect ecological consequences on sequential environmental damage. It reveals that students'' sustainable development conception is not so clear and profound.
Besides, this research showed two significant two-way interaction effects. One is for the variables of grade and area on three subscales “balance consideration”, “generation fairness”, “advance prevention” and total score. The other is for the variables of school and area on the subscale "balance consideration” and total score. Significant main effects include that (1) girl students’ scores are significantly higher than boy students’ on “balance consideration”, “environment carrying”, “generation fairness” subscales and total score; (2) the first grade high school students’ scores are significantly higher than the sixth grade elementary school students’ on “environment carrying” subscale and total score; (3) high school students’ scores are significantly higher than elementary school students’ on “balance consideration” and “environment carrying” subscales; and (4) scores of the students in the suburbs are significantly higher than the scores of the students in a city on “generation fairness” subscale.
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