An analysis study on the knowledge contents of “cultural globalization” in Junior High School English textbooks

• Main Authors: Chen Yi-Chen, 陳怡臻
• Other Authors: Chuang Ming-Jane
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/78390839613130100987

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 95 === An analysis study on the knowledge contents of “cultural globalization” in Junior High School English textbooks Abstract The main purpose of this study is trying to understand how each edition of Junior High School English textbooks transforms the“cultural globalization ”relative competence indicators into clear learning objectives, also review how they present the content of knowledge. Some recommendations will be given to the textbook editors and the teachers. The study is a content analysis using both the quality and quantity ways of analyzing data, and the results gained are as follows: 1. The analysis of the transformation from the “cultural globalization” relative competence indicators to the actual learning objectives. a. The number of times of each edition transforming the indicator to learning objectives is different. b. The ratio of effectively transforming each indicator to learning objectives is greatly differ from indicators to indicators. c. The ratio of effectively transforming each indicator to learning objectives in the same edition of textbooks is different. d. The number of times of transforming each indicator to learning objectives is different. 2. The studies of how each edition of textbooks transform the“cultural globalization” relative competence indicators into the textbook knowledge. a. The distribution of the knowledge contents of “cultural globalization” is unbalanced. b. Transforming knowledge contents use diverse topics in the English textbooks. c. Some course contents have no clear connection with the competence indicators, and need teacher's guidance and further explanations. 3. The knowledge contents of“cultural globalization” a. Strengthen some editions of textbooks on critical examination in their contents and explore the topics in depth. b. Mainly focus on English cultural learning to easily narrow cultural vision and global perspectives. c. More presentation of multicultural contents to construct full and intersubjectivity vision d. Enhance indigenous culture contents in textbooks to construct the consciousness of indigenous cultural subjectivity e. Parts of the knowledge contents of“cultural globalization” lack in textbooks. To concluded from above findings, this study gives recommendations respectively to the textbook editors, teachers and for the future researchers. Such as they should bear in mind that the importance of systematic linkages from the competence indicators, learning objectives and course contents. Also when interpret the knowledge contents of cultural globalization; they should have a double viewpoint of localization and globalization、multicultural learning and etc….