| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 102 === This study explores social hierarchical ideology in the Chinese textbooks of elementary schools with quantitative and qualitative analysis methodology. It reviewed social hierarchical ideology reflected in third to sixth class H version Chinese textbooks in 2013. The study divides social hierarchical ideology into four aspects: family living style, vocational class, hierarchical perspectives and hierarchical value understanding. The conclusions and recommendations are as follows:
1. The content of these Chinese textbook did not take into account equal illustrative frequency among the upper echelon to blue-collar echelon and vocational diversity. In accordance with fundamentals of obligatory education, the study suggests that the content and wording of Chinese textbooks should include perspectives from different social echelons and make sure a more lively and diverse content.
2. These textbooks have reflected different family living styles from multiple social echelons. However, their pictures and illustrations are not comprehensive and appropriate. Thus, the study suggests that educational authority should reflect social reality in textbooks, instead of over-perfecting society.
3. The textbooks attempted to deliver hierarchical concepts as hierarchical equality and class as a means of division of labor, so as to blur hierarchical understanding. They also attempted to form a concept that division of labor creates win-win opportunities. This effort by editors and writers is worth of recognition.
4. The textbooks gave specific features to upper-class and blue-collar class for their internal characters and external outfitting. This reflects hierarchical stereotype for class values. Thus, the comparison of characters, modernity and tradition, and housing demonstrates hierarchical differences. It indirectly delivered values for upper-echelon and blue-collar class. Thus, the study recommends that teachers need to carefully select their teaching material while they prepare their classes. They need to meticulously explain some language prejudices appeared in textbook and design related teaching activities and programs to improve their teaching effectiveness.
5. The Chinese textbooks in elementary schools have become social class making mechanism. The content of these textbooks have become a product for manipulating hierarchical understanding. It made upper-echelon thinking as a mainstream hierarchical ideology. Thus, the study recommends that the educational authority should pay great attention to Chinese textbooks used in elementary schools and prevent them from helping cultural hegemony of class-making. They also have to take into account social fluidity and create more user-friendly materials.
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