| Summary: | 碩士 === 國立臺中教育大學 === 語文教育學系碩士班 === 94 === Recently, influenced and driven by international circumstances, “Internationalization” is not only at issue, but promoted by education as well, especially on the field of language arts. In addition to fostering skills, it focuses more on how to pour the energy of global perspectives into language arts so as to enhance children’s realization of the globe and to help them capture the circulation of culture and the pulse of civilization.
Previous studies in global perspectives are more in relation to social science, whereas lack the spanning of different fields to the connection of interdisciplinary. As for language arts, there is short of the significance of issues on global perspectives, even the analysis and research of its content are few. In fact, there does exist a great opportunity for conducting the study into the content and presentation of global perspectives on language arts.
As a result, the author of this study aims at the analytical inquiry of the content of global perspectives in Mandarin textbooks of 1-6 grades. This procedure includes three steps: first, generalize and integrate the consciousness of global perspectives through document analysis in order to control the essence of them; second, utilize content analysis to comprehend the presentation of global perspectives in textbooks systematically and to analyze the categories; third, combine in-service teachers’ responses and feedbacks with theories through survey and interview,so as to construct and provide the perfect global view of textbooks editing for future compilation.
The results of this research are as follow:
As far as the content analysis is concerned:
1. The content of global perspectives in Mandarin textbooks are abundant and multiple. It includes six main categories as “international knowledge”, “comprehension of international cultures”, “international issues”, “internationalized instruments”, “application of literature”, and “ world-wide reputation”.
2. As to the main categories, each text edition focuses on “international knowledge”, especially on international characters.
3. Ren Lin owns the most lessons among all text editions. And the volumes of grade 5-6 (volume9, 10, 11, and 12) present the most frequently.
4. The content of global perspectives of each text edition spreads differently in degree and there’ s no rule to follow. It also lacks the balance in quantity.
5. Ways of literature application like examples and quotes are the main means of the presentation of global perspectives in Mandarin textbooks. And Na Yi owns the most lessons among all text editions.
6. Articles about internationalizes instrument like Internet and media languages are wanting the most. Among the four text editions, only Han Lin presents one article in volume three and volume seven.
7. Presenting global perspectives by units becomes the mainstream (about 70 percent) among all text editions. Presenting global perspectives by lessons appears in different volumes sporadically.
As far as interviews with teachers are concerned:
1. Teachers approve of the positive influence of global perspectives material on students. It not only expands the global views of students, but also makes them more tolerant.
2. Students are interested in learning articles of global perspectives, and are well-motivated.
3. Teachers lectures stay in traditional ways of narration, are lacking in interaction like analyzing, discussing, understanding, and criticizing.
4. Teachers suggest that the content be more trending and emphasize the balance of globalization.
5. Teachers suggest that the presentation of lessons should be unit by unit so as to focus more on the content of global perspectives.
6. Restricted by the insufficiency of teaching materials, teachers can’t practice their cognition and feeling about global perspectives when teaching.
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