| Summary: | 碩士 === 佛光大學 === 教育資訊學系 === 95 === Abstract
The two sides of the Taiwan Straits simultaneously conducted educational reforms in the early 21st century. The year of 2003, the Taiwan government proclaimed the Nine-year Integrated Curriculum while the Mainland China published the Full-time Compulsory Education Curriculum Standard. The two sides hope the two documents guide educational reforms. The documents suggest Language Education is still the foundation of all other subjects. In the learning of language, the learning of characters is one of the key points. However, learners probably are not able to read and write if they do not recognize certain amount of Chinese characters. Therefore, learning Chinese characters plays a crucial role in the education of Taiwan.
In the elementary level, the amount of characters and character-selecting in the Chinese textbooks determine whether the learning of language and the learning of other subjects fail or succeed. Therefore, according to the latest curriculum in Taiwan and the curriculum standard in Mainland China, the differences between the amount of characters and character-selecting in the Chinese textbooks are worthy to conduct a research.
Therefore, this study was undertaken using a comparative research to explore how the Chinese textbooks of Taiwan and Mainland China in the primary level arrange Chinese characters. Three versions of Chinese textbooks in the primary level of Taiwan, Nani(南一) Press, Kang Hsuan(康軒) Press and Hle(翰林) Press; three editions of Chinese textbooks in the elementary level of Mainland China, the People's Education Press(PEP), Beijing Normal University Press and JSCHINA Press .The study aims to compare the amount of characters and character-selecting in both the Chinese textbooks in order to achieve the following goals:
1. To understand the amount of characters of different versions in
the Chinese textbooks of Taiwan and Mainland China.
2. To understand the character-selecting of different versions in
the Chinese textbooks of Taiwan and Mainland China.
3. To compare the amount of characters and character-selecting of
different versions in the Chinese textbooks of Taiwan and
Mainland China.
4. Induce the results of the research and make suggestions for the
publishers in Taiwan to codify textbooks in the future.
The study shows:
(一)Regarding the amount of characters, there are differences between
the Chinese textbooks of Taiwan and Mainland China.
(二)There are significant differences between characters for
recognition and characters for writing.
(三)Students in Taiwan do not have to learn as many characters as
students in Mainland China.
(四)Publishers need to more strictly codify the teaching materials.
(五)Compared the publishers in Taiwan and Mainland China, the three
publishers in Taiwan select fewer characters.
(六)The arrangement of characters among grades is according to the
development of Chinese characters.
(七)It should build closer connections between commonly used
characters and new characters.
Therefore, some suggestions are made for the arrangement of characters in the Chinese materials in the future.
(一)We can do a research to compare Chinese characters commonly used
in Taiwan, Mainland China, Hong Kong, Singapore, Japan and
Korea. Through comparison, it is beneficial for the development
of Chinese culture.
(二)We can learn from Hong Kong and Singapore. That is, categorizing
characters according to difficulties for future references.
Keywords：Chinese Language Textbooks 、Elementary School、Characters
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