| Summary: | 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 === 102 === The purpose of this study was to explore and compare pictures of organism and text-picture relations in elementary school science textbooks in Taiwan and Japan. To provides the reference for educators and editors. We examined the contents of life science from the third grade to the sixth grade in edition of A (Taiwan) and B (Japan) textbooks by content-analysis method. We identified and evaluated the pictures in these two editions including “the subject of the picture”, “the specificity of label provided”, “whole/part of organism”, “organism with environment or not” and “character of picture” , then further calculated the number of different organisms. And we analyzed “form” and “function” of text-picture relation in similar life science unit of two textbook series. The major findings of this study were:
1. Picture of organism
(1)Both of two country, “single subject” , “level 3(specific labels)”, “whole of organism”, “organism with environment”, “photograph” were more numerous.
(2)Diversity and repetition of organisms：Taiwan did a better job of representing the diversity of organisms, Japan had a greater instance of repetition among grade-level textbooks and more frequently gave specific labels (level 3).
2. Text-picture relation
(1)Form of text-picture relation：Japan had more rich and diverse style , typesetting mainly rely on picture supplemented by text and was not confined to page ,and quality of pictures were more delicate, stable and consistent.
(2)Function of text-picture relation：Taiwan used “mainly rely on text of mutual explanatory pattern” and “high extent of mutual testifying pattern” mostly. As to Japan, the pattern of selected unit from textbook was more diverse and equally. Japan had most patterns expect “low extent of mutual testifying pattern” and “mutual rejecting pattern”.
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