| Summary: | 碩士 === 國立臺北教育大學 === 語文與創作學系碩士班 === 96 === "Map-Reading Writing" which bases on the careful observation, derives from the abounding imagination and gets together in the expression ability integrates the spatial intelligence and the language intelligence. By the pictures, the students can learn how to observe, use their imagination, analyze, promote their judgment, and grasp their expression, which are so called multiple intellect ability. “Map-Reading Writing” not only parts from the traditional writing instilment but also steps into the creative writing interaction. In sum, It opens up a turning point for the writing learning and teaching.
This research is for the purpose of discussing the connotation of Mainland China’s present elementary school language textbook’s Map-Reading Writing teaching materials. It is grounded on the contents of the Map-Reading Writing teaching materials from the three following teaching versions, concluding People’s Education Press, Beijing Normal University Experiment Press, and Jiangsu Education Press. By the Content-Analytic method and the Comparison-Research method, it carries on the description, the explanation, the parallelism, and the comparison of the three versions’ Map-Reading Writing teaching materials in order to discuss their characteristics and their similarities and differences. I profoundly expect that the findings can provide further references while the editors are compiling the textbooks, while the teacher are selecting the textbooks and designing the curriculum activities, while the students are learning the Map-Reading Writing knowledge, and while the researchers are studying the textbooks.
There are five items for the conclusion of this research:
1.About the quantities of the Map-Reading Writing
(1) Jiangsu Education Press which has 28 articles occupies the crown, People’s Education Press which has 15 articles is in the next place, and Beijing Normal University Experiment Press which has 12 articles is the least.
(2) All the three versions’ teaching activity quantities of each study section present a gradual upward decrease circumstance.
2.About the picture categories of the Map-Reading Writing
(1) People’s Education Press and Beijing Normal University Experiment Press’s Single Chart pictures are more than Multiple Chart pictures, while Jiangsu Education Press is on the contrary. Besides, the proportion of the Series Chart pictures is the highest among all the three versions’ Multiple Chart pictures.
(2) Picture types don’t massively center on one sole type. The Multiple Chart pictures are in the majority in the first study section. In second study section, Single Chart pictures’ quantities increase obviously. In the third study section, Single Chart pictures and Multiple Chart pictures’ quantities divide equally.
3.About the selection of the Map-Reading Writing themes
(1) The themes are mainly about drawing close to children’s life; while times subject are less.
(2) The selection of the themes emphasizes humanities; while the innovations are lower.
4.About the teaching design of the Map-Reading Writing
The pencraft of the Map-Reading Writing teaching materials for the language subject in Mainland China is quantitatively and qualitatively uneven. These teaching materials not only lay stress on the exchange of the spoken language for the cooperation learning but also emphasize that the oral account will guide the pen statement. All the three versions highlight the oral account compositions of the spoken language exchange. The proportion of the Map-Reading Word-Writing and the Map-Reading Sentence-Writing is quite low.
5.About the key teaching points of the Map-Reading Writing
(1) The training for the thinking of the thoughts distinction is too deficient.
(2) The teaching materials’ performance for the imagination of the thoughts motivation is not obvious.
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