Studies on marine education within Mandarin textbooks under Grade1-9 Curriculum

• Main Authors: Chia Hsiu Chen, 陳佳秀
• Other Authors: Sheng-Yi Huang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/41745525475086379856

博士 === 國立臺中教育大學 === 語文教育學系碩博士班 === 99 === Abstract In recent years, “marine education” has acquired lots of attentions because of international impacts as well as originated from national policies. Ministry of Education has placed it as one of the seven major agendas for Grade 1-9 Curriculum and actively pursued a comprehensive realization for this one. Purpose of this research is to explore how the marine education is presented within the Mandarin textbooks in the elementary schools. In addition, this study also will provide adequate and comparable marine education materials so as to ultimately perfect the marine education. There are four identified research methodologies: First of all, we applied document analysis to have a good command of the essence of marine education. It was followed with content analysis which proceeded to systematic analysis on Mandarin textbooks of three different versions so as to grasp the orientation and the insufficiency for current marine educational materials. Thirdly, assisted with interview and survey, we understood the teacher expectations as opposed to the marine education materials either from perspectives of main island of Taiwan or isles off the coasts. Fourthly, we used the text analysis to collect oceanic artworks with superb quality either domestically or abroad, to provide the marine education with abundant profiles. Findings of this research are as follow: Marine texts within existing Mandarin textbooks in elementary schools only occupy 3.1~4.4% of the total text volume, which leaves plenty of room for improvement as opposed to the 10% that the Ministry of Education has been expecting. Marine texts published in three versions were mostly concentrated at middle grades of elementary schools with a rather uneven spread and no integral planning as well. As for where the marine education source materials came from, the subjects that the scopes of textbooks had focused upon were too narrow and most of them were congregated around “marine leisure” and “marine culture” aspects (Please ref. Marine literature). As for the dimensions in depth and breadth, these require re-focus as well as re-development works. Teachers under interviews recognized that the marine education should aggressively be merged into the language and literature domains at the elementary level; currently, not only the profiles for the teaching materials are not adequate but also they should incorporate the concept of diversity as well. In the content editing, it should have a phased-in arrangement, adopting unit theme approaches, immersing into classical marine literatures and artworks with creativity and literary aesthetics. This research intends to provide four types of marine teaching materials, which can be presented as four categories: marine poems, marine prose and essay (informational and literary), marine stories (fables, fairy tales, myths, legends) and marine novels. This research intends to propose recommendations based upon the above mentioned findings to educational and administrative organizations, teaching material editing, teachers and future researchers. We hope that by using research methodologies with both good quality and quantity, we can link together theories and practices. Ultimately, we are looking forward to enriching the contents for marine teaching materials so as to construct a superb, all-encompassing marine education with a new vision.