The Knowledge Content Analysis of Cultural Globalizationin Elementary School’s Chinese Language Textbooks

• Main Authors: Li-Chiao Chen, 陳麗巧
• Other Authors: Hui- Lan Wang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/37204417855395369870

碩士 === 國立屏東教育大學 === 教育學系 === 98 === The goal of this research is to analyze the knowledge content of cultural globalization in chinese textbooks in order to understand the different content among the various elementary textbooks. This study focus on grades 5 to 6 of Kang Hsuan version（康軒版）, Na Yi version（南一版）, Han Lin version（翰林版）textbooks to compare the different content. Hopefully, the analysis conclusions could offer to institution, editors of textbook and teacher to consult. The methods adopted by this research are document analysis, content analysis, and interviews. Firstly, a content analysis table was produced by generalizing and integrating the content of cultural globalization in the different version textbooks of grades 5 to 6, through document analysis；secondly, utilize content analysis to comprehend the presentation of cultural globalization knowledge in textbooks systematically and to analyze the whole framework of the content; thirdly, interviews aimed to analyze three teachers’ experience and perspectives in teaching the issue . The results gained are as follows: 一、As to the cultural globalization knowledge contents of grades 5 to 6 in Chinese language textbooks： 1. Cultural globalization knowledge contents presented by ”all text presented” is the mainstream among all text editions; 2. In comparison with different versions, Na Yi version has a very wide range of teaching materials of the cultural globalization knowledge （The presentation of lessons include all text presented, part of the text rendering, and examples of text）; 3. The knowledge content of cultural globalization in different text versions spreads differently. Discovered by the content analysis table, in the writing content, the “foreign space” and “culture and the arts” are most frequently seen, but the ”foreign groups” is least seen. 二、The interviews with teachers are concerned: （一）The views about the arrangement of the texts 1. The arrangement of the texts should be appropriate to the needs of the children’s cognitive development; 2. The textbooks should provide some illustrations adopted in different nations and regions to help students understand. 3 .The views about the materials of the texts （1）More “world literature” and more space for introduction of different countries as the whole-picture of globalization should be necessary; （2）Introduction about the outstanding performance of Taiwan in the international field and its participation in global affairs should be mentioned more. （二）The views about the teaching 1. The learning about cultural globalization requires the cooperation of different subjects, it is necessary to develop an integrated curriculum project by teachers from various fields; 2. As the knowledge contents of cultural globalization change rapidly, teachers should enhance their knowledge related to the issue; 3. The instruction should combine student’s experiment with the contents of foreign culture. Students’ literacy of cultural diversity and democratic attitude should be grown up through classroom activities and discussions; 4. It is necessary to help students to understand the factors of differences in cultural backgrounds; 5. To enhance the effects of teaching, teachers could demonstrate the contents cultural globalization with audio-visual materials.