| Summary: | 碩士 === 國立花蓮師範學院 === 語文科教學碩士班 === 91 === This study attempts to compare the elementary school Chinese textbooks revised in 1993 according to the elementary school curriculum requirements with emphasis on folklore culture, thereby finding out and comparing the presentation methods adopted by the Chinese textbooks in connection with folklore culture; and thus facilitates the development and revision of related textbooks in the future.
This study began with the related archives including the basic concepts of folklore cultural education, folklore cultural development and the related courses taught throughout 9-year compulsory education, the essence and features of Chinese courses, as well as the researches and content analysis related to Chinese textbooks; and adopted the content analysis method to compare Kuobien Version, Nanyi Version, Kanshen Version, and Hanlin Version of Chinese textbooks for 1st grade through 6th grade so as to find out the presentation methods adopted by all Versions concerning folklore culture with emphasis on topics, features of content, and structures of texts. The author also interviewed the chief-editor and editing members of all Versions in order to find out the editors’ concepts and viewpoints regarding folklore culture, how the editors selected materials for the textbooks, as well as the difficulties or problems encountered by the editors in the editing process.
The author’s findings are summarized as follows:
1. Folklore history is the majority of topics discussed in all Versions; and folklore language is least discussed in all Versions of the Chinese textbooks.
2. Knowledge is the majority of feature topics contained in all Versions; the artistic and creativity are least discussed in all Versions of the Chinese textbooks.
3. Most texts are written in plain statements. No novel or drama was found in any textbook.
4. In general, the folklore history relates to the aboriginal Taiwanese culture, customs, model figures, ancient sites and objects, as well as ancestors’ settlements in Taiwan and folklore activities, such as Sea Goddess’ Parade. The folklore geography includes the natural beauty, transportation infrastructure and sightseeing spots. The folklore history relates to the ancestors’ attitudes toward life, experiences, wisdom, and sense of value. The folklore arts include the traditional dramas, temples, and folklore shows. The folklore nature stresses the conservation of natural geology and guides children to be aware of environmental protection. The folklore culture contained in the textbook help children understand and cherish the folklore culture; and thus respect and sympathize the others.
5. Human beings tend to isolate themselves with the concepts rooted in their minds, so are the editing members. Therefore, the textbooks were edited in such a manner that only the materials suitable for single topics were selected. The selection criteria include the popularity and comprehensiveness of the materials, the editing members’ understanding and familiarity with the materials, as well as regional balance. The texts might not be comprehensive due to the editing members’ limited knowledge. The editing members’ opinions and attitudes also determine the content of texts.
Based upon the research results and conclusions, this study presents recommendations as follows:
1. The topics should be designed in accordance with the needs of equalization and diversification.
2. The textbooks should be designed to satisfy the needs and fun of daily life and to inspire creativity.
3. The textbooks should be designed in accordance with the children’s interest and diversified needs.
4. The textbooks should be designed in such a manner that the folklore culture be equally distributed in all texts.
5. In light of the diversified ethnic cultures, Hakka culture should be included into the textbooks as well.
6. Outstanding female figures should be included into the textbooks, not just the outstanding male figures.
7. The ancient site should be described with emphasis on the diversified features of topics and regional balance.
8. Taiwan industries should be included into the folklore geography.
9. Taiwan music and fine arts should be included into the folklore arts.
10. The editing members should determine if the topic of textbook is consistent with its essence in light of technological integration.
11. Understanding the editing members’ limited knowledge, it is necessary to include the scholars with related specialties into the editing team and have the editing members to rewrite the articles composed by such scholars into the texts suitable for children so as to teach linguistic knowledge and folklore culture at the same time.
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