Research on Teaching Materials and Methodologies of Travel Texts From Elementary Chinese Textbooks

• Main Authors: Chao-jung Lee, 李昭瑢
• Other Authors: Han-Wei Lee
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/41184086847826409890

碩士 === 國立臺南大學 === 國語文學系 === 95 === This study uses the travel texts from three editions of textbooks: Nani version (2005), Kang Hsuan version (2005), and Han Lin version (2005), as the main research materials, and, to probe into the writing connotations of travel texts by looking at the similarities and differences from the descriptions of the points of view, the subject matter of the writing, the thoughts for the topics, and the development of the body. The author will also discuss the skills used to perform travels by exploring the structure of the text, the writing skills, the arrangements of the head and conclusion, and the use of the rhetoric skills. Finally, using a real-life teaching examples of integrating information technology with travel texts and from there, discuss the reasons of integrating information technology into travels texts, the time of integrating, and the ways of integration, providing teaching methodologies for future research. From the literacy review and the analysis and generalization of this thesis, the main findings are summarized as follows: (1) Reading travels texts provides various advantages for children such as improving their knowledge of geography, inspiring them to experience life in different places, encouraging their appreciation on the beauty of scenes, history, culture, and the expansion of the children’s ability of imagination. All the composition of travel texts from three versions of textbook fits the implication such as indigenous, timely, and educational. The structure of travels by Nani version is more conscientious and careful, which is suitable for model essay learning. The Han Lin version produced the least number of travels, but, it is more providence. For the travels by Kang Hsuan version, it is highly erudite, which can enlighten the children’s mind towards reading. (2) Most travels texts are written in the first person’s point of view because of the fluency and artless, which easily creates sympathy with the readers. In descriptions, larger amounts of travels texts are written in describing the process of traveling and activities, but, typical scenery travels were rarely seen. In thoughts for the topics, the introducing of the culture of Taiwan occupied most of the part in the writing of travels. In the deceptions of areas in Taiwan, there are many travels written about the scenery of the Northern part, but there were none about the Eastern part. (3) In the writing of travel, many of them are written in describing events in orders. Sometimes, an event from other time is added when applicable, which is used as an additional remark for the background information of the text, increasing the profundity and broadness of the topic. In the arrangements for the head and conclusion, most travels begin in a straightforward way, allowing the readers to know the topic from the beginning. For the conclusion, it usually ended in sentimental attachments to one’s scenery, since, in this way, it is more pleasant to the readers for recollection. In the using of the rhetoric skills, travels about scenery mostly uses metaphor and descriptions for the figure of speech, changing abstract ideas into concrete forms for the intensify of the image. All of these reveal that rhetoric skills will increase the reader’s sensation as if they were personally on the scene. (4) From the model essay of travels, we can learn about the beauty of rhetoric and methods for the layout of writing. This, can enhance one’s examination and appreciation towards literature. Also, it can increase one’s writing competence, achieving the goal of integrating reading and writing together.