| Summary: | 碩士 === 國立屏東教育大學 === 中國語文學系 === 99 === The research uses content analysis, aimed at analyzing the community education in the Chinese textbook in middle and high grade from elementary school. The research discusses four layers: The distribution of community education content, the distribution of community education content in different areas, the presentation of community education content, the feature of the topics in community education. Through the methods, the findings are as following:
一、The distribution of community education content
(一)The version which has the biggest proportion of community education content is Nani, which has fifty lessons(45.45%), and the following is Kan Shiuan, which has forty five lessons(40.91%), and the least one is Hanlin, which has forty two lessons(38.18%).
(二)The biggest difference in the proportion of community education content between each version is Nani, then Hanlin, and the smallest is Kan Shiuan. In other words, the version which has the most average distribution in community education content is Kan Shiuan.
(三) The community education content of the three versions are all concentrated on the middle grade, Nani has the biggest proportion(57.14%), and both Hanlin and Kan Shiuan have the same proportion(42.86%). In the high grade there is 38.89% in Kan Shiuan,which is the most one, and both Nani and Hanlin is (33.33%). As the above data, the community education content of the three versions are presented in the middle grade.
二、The distribution of community education content in different areas.
（一）The three versions all focus on the north Taiwan, inclusive of the Hanlin(12), the Nani(11) and the Kan Shiuan(8), which is the least. The most times of presentation in each county is also in Taipei, inclusive of Hanlin(10), Nani(9), and Kan Shiuan(7).
（二）The Chinese textbooks in elementary school draw the materials from different areas, and the Kan Shiuan has the most average distribution; on the contrary, the Hanlin has the least distribution, meanwhile, absolutely neglect the outlying islands.
（三）The Chinese textbooks from the three versions all concentrate on the west Taiwan, being unable to balance the urban- rural gap.
三、The presentation of community education content in each version.
（一）the presentation of community education content in each version is mostly focused on units, and the Nani pays most attention that use “units” to present the community education content.
（二）As for the difference in the proportion of presentation, the highest is Nani, the lowest is Hanlin, and the Kan Shiuan is the middle.
四、The subject Analysis of the community education in each version.
（一）In the main subjects, the community history appear fifty six lessons, which has the biggest proportion of 40.88%, and the community art appear thirteen lessons, which has the smallest proportion of9.49%; In the subordinate subject, the community people and groups appear thirty seven lessons, which has the biggest proportion of 27.01%, and the community music and dance, PE appear only one lesson, which have the smallest proportion of 0.37 %.
（二）Community history: Introduce the monuments from a appreciatied perspective; Put more attention on the abrigional culture instead of the Hakka culture. In the festivals are there more introduction of Chinese New Year, instead of the riligious culture; Maily introsuce the Taiwan local people, morover, there is still a big gap in the proportion of man and female.
（三）Community Geography: Pay more attention on the introduction of the landscape and traditional industry in Taiwan, but less attention on the resource of construction, inclusive of the important construction recently.
（四）Community Science: The newest issue “Marine Education” has been added, but not deep enough. In other aspects, focus on the protection of birds, but it’s not various enough in the introduction in Taiwan’s ecology of original species.
（五）Community Art : Introduce the traditional art through The Taiwan Opera and The Taiwan Puppet Show; The sculptures are presented in the classic community pieces; But the source is deficient in dance and folk PE.
According to the above findings, some pieces of advise are proposed.
|
|---|
