Study on the analysis of text structure of exposition and argumentation on Grade 1-9 Integrated Coordinated Curriculum Second learning stage Chinese language textbook

• Main Authors: LIANG CHUNG HUEI, 梁崇輝
• Other Authors: 王明通
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/55711508189305939703

碩士 === 臺中師範學院 === 語文教育學系碩士班 === 93 === Abstract Language art education in elementary school is the fundamental education, therefore, the importance of language art education cannot be overemphasized. The purpose of this study was to analyze the text structure in elementary school textbook, and probe the relationship between text structures and reading comprehension. The research conducted on exposition and argumentation on Vol. 7-12 of Grade 1-9 Integrated Coordinated Curriculum Chinese language textbook are published by 3 publishers, which are Nan-Yi, Kang-Hsuan , Han-Lin. This study contains 5 chapters. Chapter 1 is prolegomenon featuring the goal, motivation, subject and limitation of the study. Chapter 2 is literature review, which includes 5 parts ;research on the curriculum standard, distinguish between argumentation and exposition, to explain the structure and organization of text, to probe the reading comprehension, and other correlative study. Chapter 3 is the steps and method of the study. According to the analysis of the structure and organization of texts（on appendix） of 3 publishers ,Chapter 4 is the discussion and result of the study. So Chapter 5 proposes the conclusion and proposal of the study. There are 45 articles (exposition and argumentation) in 3 different version textbooks in this academic year（’04.08~’05.07）. According to the analysis of study, there are some conclusions as follows: 1. About text structure: （1）In the quantity and the distribution of exposition and argumentation ,the 3 versions of Grade 1-9 Integrated Coordinated Curriculum Chinese language textbooks were similar to the curriculum standard of ’93. （2）On the text structure of textbooks, those 45 texts use tri-partition and four-partition. （3）On the text structure of exposition, the method of 「precis－description－summary」are most common, and 「introduction－main text－summary」、「introduction－continue－transition－integrated」are used as well. （4）On the text structure of argumentation, the method of 「bring up discussion－discussion－conclusions」are most common, and「introduction－continue－transition－integrated」are used as well. 2. About text organization: （1）Nay-Yi adopts largest quantity of organization in exposition. Kang-Hsuan comes next and Han-Lin. Kang-Hsuan adopts largest type of organization in exposition. Han-Lin comes next and Nay-Yi. （2）Nay-Yi adopts largest quantity of organization in argumentation. Han-Lin comes next and Kang-Hsuan. Nay-Yi adopts largest type of organization in argumentation. Han-Lin comes next and Kang-Hsuan. （3）The method of sentence patterns、correlation of real and unreal、correlation of canvass and narration were mot common in exposition. The method of sentence patterns、correlation of canvass and narration were mot common in argumentation. 3.About reading comprehension: （1）The organization of text is complex in higher grade. （2）The method of 「precis－description－summary」and 「bring up discussion－discussion－conclusions」are most common in textbooks, because we can understand the main idea from section 1 of the article. Therefore, children can find out the “Top Level” structure of the text, and it can promote the reading comprehension for the students. （3）The method of sentence patterns、correlation of canvass and narration are the most common in（3 versions）textbooks. （4）Text structure complicates as grades go up and contents go from simple to complicated . The arrangement contributes to better reading comprehension. According to the finding of research, some suggestions were contributing to text publishers, teacher, and further research.