Word Analysis of Elementary School Chinese Textbook in Nine-Year Integrated Curriculum

• Main Authors: Ya-wen Yeh, 葉雅雯
• Other Authors: Chung-Wen Wang
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/97623261496049001563

碩士 === 國立臺南大學 === 教管所國語文教學碩士班 === 94 === The purpose of this study is to survey for literacy material in the textbooks under the Nine Year Curriculum Alignment Guide. This study is according to the Nine-Year Curriculum Alignment on 2003, and focus on the words in the twelve Chinese textbooks published by Nani, Kangshen, Hanlin, and Ranlin. The author surveys by literature research and content analysis. First the author explores the relative literatures to understand about amounts of words, word frequency, radicals, the principles of six categories of Chinese characters, and the number of strokes, which would affect the difficulties of literacy and writing. Second, the author discusses and compares different texts by content analysis and statistics, then provides suggestions according to the research results for those who are interested of editing, choosing, and using of Chinese textbook. In this study there are five chapters. In the first chapter the author introduces the motivation and purposes for the research, recently research results, and the areas and boundary of the study. The second chapter is about relative literatures, in which the author surveys some relative literatures and focus on the elements about the ‘literacy and writing ability’ indicators in the Language Ability index in the first and second stages of the 9 Year Curriculum Alignment Guide. In the third chapter, the first part of content analysis, the author discusses the amount and frequency of words and the radicals. In the fourth chapter, the second part of content analysis, the author discusses the characteristics recognized by the principles of six categories of Chinese characters, the categories, and the value, and the number of strokes as an indicator to understand if arrangement of the difficulties of literacy and writing is fit to children recognition development. The fifth chapter is conclusion in which the results and suggestions would be displayed. By the survey and discussion about the words of these editions of textbook, this study provides references for editors to improve the teaching materials and for teachers to choose materials and improve teaching.