The Content Analysis on the Marine Concepts in Junior High School Chinese Literature Textbooks

• Main Authors: Fang-yu Hsu, 徐芳萸
• Other Authors: Chin-Kuo Wu
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/78527160831206769548

碩士 === 國立臺灣海洋大學 === 教育研究所 === 98 === This study analyzes marine concepts included in the Kangxuan version, Nanyi version, and Hanlin version Chinese textbooks published in the 2009 school year by means of content analysis, and aims to find out the proportion of marine concepts and the implications of marine literature in junior high school Chinese textbooks. The conclusions are as follows: 1. The proportion of marine concepts included in each version is quite small. 2. Each version focuses on the conceptual and neutral aspects while the degree of importance is different. 3. Each version mainly focuses on the literary aspect of ocean; other categories are less emphasized. 4. Each version includes no marine concepts regarding “non-biological resources,” “resources utilization,” “conservation policies,” and “recreational usage.” This study gives the following suggestions to different objects: 1. For textbook publishers: (1) Include more marine education materials for extracurricular practice. In this way, students will be encouraged to make use of social resources and explore ocean-related contents. (2) Include popular science articles about marine knowledge since the marine concept materials included in the Chinese textbooks tend to be literary. (3) Include marine supplemental teaching materials in Chinese textbooks. 2. For teachers: (1) Actively participate in marine education and other related activities. (2) When going through marine literature articles in Chinese text books, guide students through the creation of marine literary works so that they may learn to care for marine environment, reflect on themselves, and participate in conservation activities. (3) Design reading and composition practices when going through marine literature articles. 3. For administration units of schools: Utilize resources from local marine education resources centers and websites to plan for field trip classes and activities. 4. For future research: (1) Since marine education issues will be incorporated into 2011 school year courses, future studies may analyze marine concepts included in the textbooks published hereafter. (2) Do research on the reading and composition of marine literature.