The Study of Animal Writings in Chinese Textbooks of theGrade 1-9 Curriculum for Fifth and Sixth Grade Students

• Main Authors: Hsiu-Hui Chang, 張琇惠
• Other Authors: Yu-Hung Lin
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/91401994471340212149

碩士 === 國立臺北教育大學 === 語文與創作學系語文教學碩士班 === 102 === Abstract This study investigated animal writings in Chinese textbooks of the Grade 1-9 Curriculum for fifth and sixth grade students. The sample included 12 Chinese textbooks published by Nan-I, Kang-Hsuan, and Han-Lin for the academic year of 2013. Using works analysis and document analysis methods, this study analyzed distribution, descriptive types, sources, characteristics, and level of thinking of animal writings in these textbooks. The goal of this study was to gain wider views on animal writings and raise the level of thinking behind animal writings in Chinese textbooks. Findings were as follows: (1) Textbooks published by Kang-Hsuan were characterized by a more even distribution of animal writings, while those published by the other two companies had more animal writings in textbooks for the first semester of the fifth grade and the second semester of the sixth grade. (2) The design and distribution of themes of animal writings were affected by the total number of units in the textbook, and most writings were based on a narrative writing style. (3) Of the four types of description, the single protagonist type was most prevalent, followed by the server-client type, the parallel type, and the hash type. (4) Animal writings about birds constituted the majority. (5) Writing styles varied by author’s background. (6) Differences across eras were significant. (7) All the editions were found to have certain deficiencies in level of thinking. (8) Animal writings at Level 4 of thinking: equality, constituted the majority. These writings focus mainly on environmental issues. Writings at Level 1: description, Level 2: understanding, and Level 3: care took up the second largest proportion. The coverage of Level 5: symbiosis was the smallest. (9) Writings at different levels of thinking would deliver different ideas. Based on these findings, this study proposed the following suggestions: (1) The total number of units in each textbook should be planned with broader considerations. (2) More literary genres can be included. (3) Each textbook should consist of animal writings that cover all the five levels of thinking, and the writings should be arranged by the level of thinking, from low to high. (4) Special animal species can be included in the textbooks to nurture environmental ethics in students. (5) Teachers can make use of multimedia, books, outdoor activities, and speeches to increase students’ opportunities to learn about animals. (6) Teachers can improve their interest in animals by participating in animal related speeches or training. (7) The research scope can be extended to cover students at lower grades. (8) The textbooks can be compared with old editions published by National Translation and Compilation Center. (9) A further investigation into animal writings in other regions can be conducted.