A Content Analysis on the Learning Behavior in the Chinese Language Textbooks of the First and Second Grades in the Elementary Schools

• Main Authors: Shiow-Shan Lin, 林秀珊
• Other Authors: Fen-Fen Chang
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/92747830509086524957

碩士 === 臺北市立師範學院 === 國民教育研究所 === 92 === The main purpose of this study was to understand the appearance and the meaning of the learning behavior in the Chinese language textbooks of the first and second grades in the elementary schools. The method of content analysis was adopted in this study, and the main findings of the study were as follows: 1. In terms of learning behavior, much importance is generally given to “learning strategy” and “learning motivation” in the textbooks; “learning disturbance” and “learning attitude” are generally neglected. 2. In terms of learning motivation, the intrinsic motivation of learning is praised while the extrinsic motivation of learning is given up in the textbooks. 3. In terms of learning attitude, instruction of learning attitude is neglected in the textbooks. 4. In terms of learning strategy, much importance is given to “practice of words” and “reading method”; “use of computer” and “library skills” are less emphasized in the textbooks. Also, “use of reference books” is less emphasized in the textbooks. Besides, stress is given to basic learning of words and reading, and gradually to the teaching of different learning ways and learning resources. 5. In terms of learning environment, while instruction in the textbooks is associated with the growing age of the children, emphasis is given from “favorable human interaction development in the school” to “offer of learning resources”. 6. In terms of learning disturbance, the contents in the textbooks related to learning disturbance is less emphasized, showing the presence of positive matters and the concealment of negative matters. The following suggestions were finally made according to the findings of the research: 1. It is advisable that the structure of the main concepts in the learning behavior should be formed before editing textbooks. 2. Contents of “use of reference books”, “library skills”, and “use of computer” should be added. 3. The proportion of contents of solving learning disturbance in the first grade textbooks can be increased. These contents should be connected and should get harder towards higher grade levels. 4. Teachers should understand the concepts of the learning behavior, rethink and supplement deficiencies in the textbooks. 5. Teachers should participate in regular workshops to promote professional growth. 6. The analysis of pictures in the textbooks is recommended for future studies. 7. Teachers’ manuals, workbooks, and textbooks in other subjects can be included in future researches. 8. Interviews and observations are recommended for subsequent studies.