中日國小高年級自然科教科書環境教育教材之比較研究

• Main Author: 陳心怡
• Other Authors: 杜明進
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/09016887158093033394

碩士 === 國立新竹教育大學 === 人資處應用科學系教學碩士班 === 95 === SUMMARY The purpose of the research is to make the analysis and comparison of our and Japanese natural science textbooks for fifth grade and sixth grade students in the primary schools. For our textbooks, we choose the versions published by Knsh, Newton, Nani, and Hanlin. For Japanese textbooks, Hisn-non and Standard version are taken for the research. The research is conducted by Content Analysis Method. The contents of environment education in the textbooks are grouped into five perspectives as follows：（1）perception and sensitivity for environment（2）conception for environment（3）value and attitude for environment（4）action and skills for environment（5）action experiences for environment.The research tool is “catalogue of research and analysis”, which is focused on quantity analysis primarily and quality analysis secondarily. According to the data analysis, the main result of the research is as the following： 1. Distribution differentiation of the contents （1） First semester for fifth grade students： the ability classification index falls on the range of 151-42. Figure 152 is cited from Hsin-non version, and figure 42 is cited by Knsh version. （2） Second semester for fifth grade students：the ability classification index falls on the range of 83-27. Figure 83 is cited from Hanlin version, and figure 27 is cited from Hsin-non version. （3） First semester for sixth grade students：the ability classification index falls on the range of 148-46. Figure 148 is cited from Newton version, and figure 46 is cited by Nani version. （4） Second semester for sixth grade students：the ability classification index falls on the range of 322-89. Figure 322 is cited from Newton version, and figure 89 is cited from Standard version. 2. Layout of the textbooks （1） Our and Japanese textbooks shows the perspective of perception and sensitivity for environment most, and perspective of action experiences for environment least. （2） For us, the sixth grade students in second semester learn the environment education most. For Japan, the fifth grade students in first semester learn environment education most. 3. Features and characteristics （1） The environment lessons in our textbooks include seven to ten topics on environment or related theme, which are higher than five to six topics in Japanese ones. Topics for animals and plants are taken most part in the textbooks. （2） For Taiwan, our textbooks introduce more scientists’ stories and more science history than Japanese textbooks. For Japan, their textbooks design more experiments which allow the students to learn and to verify the conceptions and knowledge from the experiments.