The study on the subject of mandarin studies teaching and learning in Taiwan elementary school during the post-war era（1950－1962）

• Main Authors: Zhi－Ren Yu, 俞智仁
• Other Authors: I－Lin Ho
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/08806135893340949475

碩士 === 國立臺北教育大學 === 社會與區域發展學系碩士班 === 99 === Centering on Taiwan’s post-war Chinese teaching materials and methods, this study investigated the causes, process, and influence of changes in teaching materials and methods used for elementary school Chinese education starting in 1950. 　　After retrocession in 1945, Taiwan was faced with a bilingual society in which Japanese and the native language were prevalently used. To reinforce national spirit among citizens, the government endeavored to reduce the impact of Japanese culture and suppress the nativistic beliefs behind the native language. Promotion of Chinese as the national language was always viewed an important policy. Elementary schools played the fundamental role in promoting Chinese education. Hence, editors of teaching materials and methods for elementary school Chinese education had to consider both expectations of the government and the sociolinguistic background. 　　Since 1950, National Languages Committee had conducted several experiments of Chinese teaching materials and methods in Mandarin Experimental Elementary School. Among these experiments, the two conducted in 1950 and 1952 on non-Chinese native speaking students were most influential to subsequent Chinese education. The experimental results reflected language use in the then society and the government’s suppression of native languages starting in 1950. They caused tremendous impact not only on later elementary school Chinese education but also on development of native languages in Taiwan. The teaching materials and methods for first and second-grade elementary school Chinese education were confirmed. Besides, the experimental results also dominated subsequent establishment of Chinese curriculum standards and continued to influence the modern Grade 1-9 Integrated Curriculum Guidelines. In Taiwan’s language development, introduction of the direct instruction method to Chinese education promoted a single-language environment in campuses and therefore suppressed the development and status of native languages. 　　To sum up, this study adopted the historical research method in an attempt to present the process and history of changes in Chinese teaching materials and methods during 1950~1962.