The Analysis of Integrating Social Issues in Elementary School Mandarin Textbooks : a Case Study of Kang Hsuan Version

• Main Authors: CHIU,YEN-TZU, 邱妍慈
• Other Authors: WANG,HENG
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/rjk97b

碩士 === 國立臺中教育大學 === 語文教育學系碩博士班 === 104 === The purpose of this research is to analyze the contents of social issues in elementary school Mandarin Textbooks, Kang Hsuan Version. The researcher adopted content analysis, built the Category Analysis on the learning contents of social issues based on Grade 1-9 Curriculum Guidelines of the Ministry of Education, and examined the proportion of presenting the contents of these social issues; the orientation of their learning contents; the sequence of presenting them among Grade 1-6. The conclusions are as follows: First, the proportion of “Environmental Education” and “Personal Development Education” is the most, while that of “Marine Education” and “Information Education” is the least, indicating that the overall weight ratio lacks systematic design. Second, the social issues, discussed in the Mandarin textbooks of Grade 1-6 curriculum, Kang Hsuan Version, are slightly constricted, focusing mostly on “Environmental Perceptual Awareness,” “Self-awareness ,” and “Career Awareness,” indicating the absence of an integral planning. Last, the Mandarin textbooks of Grade 1-6 curriculum, Kang Hsuan Version, center on “Environmental Education,” “Career Development Education,” and “Home Economics Education.” However, the distribution of social issues among different grade levels is disproportionate in numbers.