A Comparative Study on Preventive Disaster Concepts of the Elementary Textbooks in Taiwan, Mainland China, and Hong Kong

• Main Authors: Lin Jung-Lu, 林榮祿
• Other Authors: Chen Li-Wen
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/01425183164677965488

碩士 === 國立臺中教育大學 === 科學應用與推廣學系科學教育碩士班 === 96 === This study was aim to compare the preventive disaster concepts and presentation of the elementary textbooks used in Taiwan, Mainland China, and Hong Kong. There were 192 popular elementary textbooks, from five publishings, which were chosen as samples in this study from the three regions. These five publishings were Nani, Kong Husan and Han Lin in Taiwan, Education in Hong Kong, and People’s Education in Mainland China. Both the content analysis method and the comparative analysis method were employed in this study. Those were compared among the chose textbooks, such as editions, subjects, grades, stages of disaster management, the representation of disastrous pictures, and the number of preventive disaster concepts at all the three region. It was found that (1) the fire preventions were the most descriptions in the textboobs of Taiwan and Hong Kong, except in the textbooks of Mainland China. （2）The traffic accidents were emphasized on the textbooks for the first and second grade in Taiwan and Mainland China, but not in the textbooks of Hong Kong. Besides, the higher grade students’ textbooks were, the more variations of conceptors were among the textbooks. (3) The most of concepts in the stage of disaster management was disastrous mitigation, and preparedness next, response and recovery in orderly. (4) The highest ratio of disastrous pictures/ descriptions was traffic accidents in Nani textbooks of Taiwan, People’s Education in Mainland China, and Education in Hong Kong, except in Kang Husan and Han Lin of Taiwan. (5) In the three region, the most concepts of natural disasters were about the disastrous factors and influences presentation. Moreover, the most concepts of artificial disasters was about abating disasters. (6) Because of different life styles, disastrous features, and influences, the contents of disaster prevention in those textbooks were different. It is suggested that (1) teachers could rearrange the relate teaching materials of disaster prevention for their teaching.. (2) the multiple disaster prevention concepts and prevention suggestions from the textbooks of different areas could be the references for teaching, textbook editors, and future studies.