| Summary: | 碩士 === 國立臺北教育大學 === 語文與創作學系語文教學碩士班 === 95 === Study on Fable Material of Primary School
Chinese Textbook in Grade 1-9 Curriculum
By
Shu-Shia Huang
Abstract
This study is to make an analysis of fable teaching material in chinese
textbook in Grade 1-9 Curriculum. In addition, the objects of this study are based on
four authorized versions of fable teaching material in 94th academic year, and they are
versions of Jen-Lin, Nan-Yi, Kang-Hsuan, and Han-Lin. Besides, this study is used
the method of “Content Analysis,” and that is, to collect the relevant literatures as the
subjects of the analysis in fable material at first; then, to probe into each version’s
texts and exercises in fable material. The analysis of each version and the comparison
to different versions will contribute to understanding each version’s peculiarity and
also to the differences among these four versions.
Predictions from the analysis and study are as follows:
1. The number of the pieces of the fable materials has a wide gap in each
version; that is, the fable materials are all concentrated in the first, second
and sixth grade while in the third, fourth, and fifth grades, they are not
hardly found.
2. The fables in each version are extracted from the classics of the ancient
Chinese fables and Aesop’s Fables. Also, the majority of the forms of the
fables is prose, lacking the varieties of verse and drama.
3. The implied meaning of content in each version is mainly focused on
“human and self” while the secondary focus is on “human and society”,
and “human and nature” is the least focus. Moreover, the skills of
representing the implied meaning are found mostly by “the characters’
words and deeds” and are indicated by “the plots of the fables.”
4. The images of characters in fable materials in each version are mostly used
animals’ images, and the secondary are the images of human and the
nature; however, the images of vegetation and implement are seldom used.
Furthermore, the techniques of forming images are commonly used
personification, exaggeration, and contrast.
5. The most types of structures of text utilizing in fabled materials in each
version are the “forward-continued” structure, and the secondarily most
types are juxtaposed and topic-detail structures. In the aspects of narrative
skills, the version of Jen-Lin adopt the form of contrast, the version of
Han-Lin adopt the form of dialogue, the version of Kang-Hsuan use the
form of suspense, and the version of Han-Lin utilize the form of repeated
plot.
6. In each version, the most types of questions in the exercises in fable
materials and the design related to the fables are “reading comprehension.”
Subsequent recommendations are according to the predictions obtained
from the study:
1. Recommendation for educational competent authorities:
a. Make the fundamental standard of the pieces of the fable materials.
b. Increase the teaching hours of Chinese.
2. Recommendation for editorial dealer in teaching materials:
a. Adopt the “balance-collocation “principles while compiling.
b. Add the varieties of forms of literature in fable materials.
c. Practice the unity between the types of exercise and the content of
text.
3. Recommendation for the teaching staff:
a. Utilize the multimedia materials to raise the students’ interests in
learning fables.
b. Proceed to trans-domain integrated teaching which is based on the
fable materials.
4. Recommendation for future research:
a. Focus on the comparison of fable materials between the older version
of National Institute for Compilation and Translation and the version
of in Grade 1-9 Curriculum.
b. Take the analysis of fable materials on base, and to start with the
monographic study on the field of fable teaching.
Keywords: Fables, Chinese textbook, Research of teaching materials, in
Grade 1-9 Curriculum.
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