Dissertations / Theses: 'Materials Textbooks'

1

Ma, Chunhui. "Textbooks, a vivid mirror of culture : a comparative study of animal materials in American elementary reading textbooks and Chinese elementary language textbooks." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845935.

Full text

Abstract:

Comparative research on the treatment of animal materials in Chinese elementary language textbooks and American elementary reading textbooks provides an interesting perspective on both Chinese and American cultures. The study uses both quantitative and qualitative methods. From the study, we notice that animals in Chinese textbooks are presented as animals, i.e., creatures closer to nature without human fantasy and illusion attached to them. Animals are used to communicate to children for moral education, wisdom development and so on. By comparison, animals in American textbooks are presented as much closer to humans. Animals dress and act like humans and are found in human setting. Animals can be more human than humans. Idealistic images and dreams are frequently linked to animals rather than humans. Textbooks are cultural mirrors. The different orientations of animal materials indicateenculturation of children. The cultural reasons beneath these surface differences are examined. Predictions are different cultural values and different goals for the provided on the animal enculturation in future China.
Department of Anthropology

APA, Harvard, Vancouver, ISO, and other styles

2

Swe, Saw Thanda. "The use of materials for the teaching of culture in ELT." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/17589/.

Full text

Abstract:

The aim of this study is to access the experiences of teachers of English (i.e. English as a foreign language teachers) when teaching cultural elements through coursebooks which are assigned by their schools/universities, and the materials which they use to deliver these lessons plus the activities that they normally select for their classes. Moreover, teachers’ opinions concerning the learning and teaching of cultural elements are studied in this research. Teachers, both native and non-native speakers of English, participated in this research and have EFL teaching experience from 2 years to 30 years. An open-ended questionnaire (85) followed by semi-structured interviews (28) were conducted to learn more of teachers’ experiences and to obtain further details of their opinions on teaching and learning cultures through coursebooks. All data from questionnaires were coded manually and Nvivo 9 and 10 were also utilised while processing and analysing the findings (i.e. to store interview transcripts and extracting participants’ words and coding them appropriately. The details can be found in the Data Analysis section). The study has clearly shown that EFL teachers use the internet, youtube and other kinds of websites through electrical devices such as computers and smart boards and other sorts of authentic materials (e.g. current newspapers or magazines). Youtube is used for authentic material, and the BBC and some other news channels are also accessed for listening tasks. Written materials are less applied in classrooms since teachers think that electronic media materials are more visual for students, thus helping them to understand more easily , encouraging motivation and gaining more attention in lessons. Teachers recommend that learning cultures through coursebooks would benefit students, as language and culture are interlinked, and it would make students not only become fluent speakers of English but also help them to become interculturally competent persons.

APA, Harvard, Vancouver, ISO, and other styles

3

Hsu, Shih-Yin. "Learning strategies and materials selection in the English for tourism classroom : a study of learning strategies employed by learners in the British context, with consideration of implications for published materials selection." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006622/.

Full text

Abstract:

There are two enquiries undertaken in this work which is an investigation of learning strategies employed by students of English for Tourism in the British context, and an evaluation of textbooks already used for teaching this programme in Taiwan and relevant ones published in the United Kingdom. It is hoped that this work will have direct implications for pedagogy and learning processes of the English for Tourism programme in the Taiwanese context. This thesis is made up of four parts. The first part is Chapter 1 which investigates general broad backgrounds in the Taiwanese context. It also deals with the debate on the improvement of English language teaching in this context. It further discusses how this context relates to this work. The second part includes Chapters 2, 3, and 4, offering the theoretical framework on which an empirical research and a desk-based study of textbooks are based. Chapter 2 primarily examines the features of English for Tourism by taking account of the general key issues of ESP relevant to needs analysis, content and language, and methodology, and the specific crucial issues in relation to the target situation in the tourism industry, tourism education and training, and cultural content. It further postulates that communicative language teaching and learning strategies are closely relevant to the efficiency of ESP teaching. These are defined and explored in depth in Chapters 3 and 4 respectively. The third part consists of an empirical research and a desk-based study (Chapters 5, 6, 7, 8 and 9). Chapter 5 discusses research methodology indicating that a qualitative approach has been preferred to a quantitative approach. The empirical research will be based on participant observations (Chapter 6) and semi-structured interviews (Chapter 7). It will be followed by a desk-based study of textbooks (Chapter 9). Chapters 6 and 7 are mainly descriptive. Chapter 8 interprets the major findings of this empirical research, discusses the issues they raise and goes on to suggest improvements to the pedagogy and learning processes in the Taiwanese context. It indicates that social strategies and social interaction bothinside and outside the classroom are the most significant factors for learning processes. It suggests furthermore that a combination model of notional-functional and task-based approaches is essential for the effective English for Tourism syllabuses and methodologies in the Taiwanese context. Chapter 9 is a desk-based study of textbooks to evaluate and select appropriate and useful textbook for teaching English for Tourism in the Taiwanese context. The final part is Chapter 10. This chapter reviews the principal themes in the preceding chapters, and offers principles of approach which guide the teaching and learning of English for Tourism in the Taiwanese context.

APA, Harvard, Vancouver, ISO, and other styles

4

Payne, Kenneth L. "Financing instructional materials in Indiana public school corporations." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/505144.

Full text

Abstract:

The purpose of the study was to analyze current procedures utilized for financing textbooks and related instructional materials by Indiana public school corporations and public school corporations in selected states. Respective practices were examined in order to determine feasible methods/alternatives for Indiana school corporations to use in overcoming the contemporary financial and administrative dilemma which existed in the 1985-86 school year.A descriptive questionnaire was developed from a review of literature and with the assistance of colleagues. Data obtained by the instrument were analyzed using frequency tabulations and percentages. Based on information gained from the study and data collected in superintendents in Indiana, solutions to financing instructional materials for Indiana school corporations were determined.Data collected supported the following conclusions: 1. Public school corporations in Indiana charge fees for textbooks and related instructional materials and are experiencing difficulties in collecting textbook rental and related fees from parents or guardians of school children.2. The use of small claims court for recovering fees is not an effective method for most public school corporations in Indiana.3. Township trustees and/or county councils should pay for textbooks and instructional materials of students whose parents or guardians are declared by the courts to be indigent.4. The current formula for determining textbook rental rates is satisfactory.5. Legislation should be adopted to permit public school corporations to increase revenue in order to finance textbooks and related instructional materials.6. To be in concert with other states in the United States and more specifically within the Great Lakes Region, public school students should be supplied textbooks and related instructional materials without charge.7. The location and size of school corporations have implications to problems existing in public school corporations when administering textbook rental programs.8. Lack of additional finance has restricted public school corporations in implementing new programs to be funded by the general fund budget.9. Based on the average rankings of ten regions, public school corporations in Regions I, II, and VI encountered the greatest difficulty in financing textbooks and related instructional materials. Public school corporations have the least problems in supplying textbooks to school students.10. Based on the average rankings of six enrollment groups, public school corporations in the smallest three groups had the greatest success in financing textbooks and related instructional materials for students.11. Additional costs for school corporations are incurred when interest is paid to publishers for overdue accounts or for installment payment programs.12. School corporations with deficit balances or significantly decreasing balances in textbook rental accounts are in. need of assistance in collecting outstanding fees from constituents and/or means of generating sufficient revenue to account for required textbooks and related instructional materials for students.

APA, Harvard, Vancouver, ISO, and other styles

5

Chittaladakorn, Khemlada. "Unorthodox Oral Expressions in English Dictionaries, Corpora, Textbooks, and English Language Instructional Materials." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2911.

Full text

Abstract:

The aim of this project is to provide useful data from published dictionaries, corpora, and instructional materials, as well as sample lessons, to promote the teaching of Unorthodox Oral Expressions (UOEs) to learners of English as a second/foreign language. In the first chapter, the author reviews relevant literature, explains what UOEs are, and discusses the importance of incorporating UOEs in EFL or ESL classrooms. In the second chapter, a linguistic categorization of UOEs is given. In the third chapter, the results are given of an examination of 10 different dictionaries. The purpose of this examination was to find which of 56 target UOEs are included in each dictionary and what kind of definitions are given for them. The results show that many common UOEs are not included in most, or any, dictionaries. For the UOEs that are included in most dictionaries, the definitions do not always agree, and factors such as intonation are not taken into account. Moreover, the explanations on how the UOEs can be used are not complete. In the fourth chapter, three English language corpora are examined to discover which of the target 56 UOEs are the most frequently used. The results show some differences in UOE frequency between the corpora that include both spoken and written English text and the spoken English corpora. In the fifth chapter, the teaching of UOEs in ESL textbooks is analyzed. The results show that most of these books do not teach UOEs explicitly. In chapter six, experimental instructional units are provided. Results of piloting these lessons at Brigham Young University's English Language Center are discussed. In the last chapter, the author suggests possible future research involving UOEs.

APA, Harvard, Vancouver, ISO, and other styles

6

Botelho, Maria Do Rozário de Lima. "Multiple intelligences theory in English language teaching: An analysis of current textbooks, materials and teachers’ perceptions." Ohio University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1079466683.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Bengtsson, Andreas. "Input and Learning Materials : An evaluation of dialogues in textbooks for Learners of Japanese." Thesis, Stockholms universitet, Avdelningen för japanska, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-82797.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Nassar, Agnes. "A comparison between World Wide English and In Real Life : A content analysis of two English textbooks for upper secondary school in Sweden." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-312522.

Full text

Abstract:

This study is about the structure and content of two specific English textbooks used in upper secondary school. The aim of the study is to get a deeper understanding of the structure of textbooks in English teaching, and what topics are used and what skills are emphasised when teaching English as a second language with the guidance of those textbooks. The textbooks studied, World Wide English 5 Samhällsvetenskapsprogrammet and In Real Life, are designed for the course ‘English 5’ in the upper secondary school curriculum. World Wide English 5 Samhällsvetenskapsprogrammet is designed for an academic program, while In Real Life is designed for vocational programs. The study contains a content analysis of the textbooks with both a qualitative perspective and a quantitative perspective. The quantitative part of the analysis shows the different kinds of skills promoted by the exercises while the qualitative part shows what different texts are used in the textbooks. The study of the textbooks shows that when it comes to texts the textbooks emphasise different types of text (eg. fictional or non fictional) for the different programs. The exercises in both books focus on vocabulary and grammar activities. This study concludes that the textbooks are different but also have some similarities and both encourage the communicative aspects promoted in the new curriculum.

APA, Harvard, Vancouver, ISO, and other styles

9

Cakit, (ezici) Isil. "Evaluation Of The Of The Efl Textbook." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607694/index.pdf.

Full text

Abstract:

The purpose of this study is to assess the effectiveness of an intermediate textbook titled &ldquo
New Bridge to Success 3&rdquo
, which was prepared by Ministry of National Education as an instructional material for the ninth grade high school students from the perspectives of the teachers and students. The evaluation of the textbook concerned was conducted at macro level on the basis of eleven criteria. Both quantitative and qualitative data were obtained through student questionnaires administered to 336 students and interviews with eight teachers. Frequencies, percentages, means and standard deviations were calculated for each item to describe the overall picture of how the students rated the textbook in terms of ten criteria. Data collected through interviews were transcribed, content- analyzed and grouped according to 11 criteria used in this study for the evaluation of the particular textbook The results revealed that both teachers and students felt negative about the most of the characteristics of the textbook. It was found that the reading passages needed to be simplified in terms of both vocabulary load and structures. Majority of the students and all the teachers mentioned that the level of the textbook was not appropriate for the particular age group. It also indicated that the materials failed to consider learning style preferences of the visual, auditory, and kinesthetic learner. On the other hand, one of the strengths of the textbook was the artwork&rsquo
s being up-to date and helpful for the students to understand the lesson

APA, Harvard, Vancouver, ISO, and other styles

10

Botelho, Maria do Rozário de Lima. "Multiple intelligences theory in English language teaching : an analysis of current textbooks, materials and teachers' perceptions /." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1079466683.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Clark, Jonathan, and Jonathan Clark. "An ethnographic investigation into the development and trialing of more accessible text materials for second language teaching and learning in physical science." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/23665.

Full text

Abstract:

This dissertation discusses the development of alternative science curriculum materials for a secondary schooling context where English, the medium of instruction, is a second language for both teachers and students. The research is located in an interpretative ethnographic framework and the data gathered during the classroom-based trialing of the materials highlights the vital role of language in the teaching and learning of school science. An interactive reading model coupled with a discourse approach to text analysis explores some of the language difficulties which black students experience with their science textbooks. That many students fail to develop adequate reading strategies is identified as lying at the heart of many learning problems. It is suggested that the key to comprehension is instruction from a base of more accessible text materials. Furthermore, although science practical work does not automatically advance students' knowledge and understanding, relevant and contextualised learning activities do equip students to become more self-directed and reflective learners of science.

APA, Harvard, Vancouver, ISO, and other styles

12

Iriskulova, Alena. "The Investigation Of The Cultural Presence In Spot On 8 Elt Textbook Published In Turkey: Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614432/index.pdf.

Full text

Abstract:

The purpose of the present study was to investigate the cultural load of the reading texts of the Spot On 8 ELT textbook published in Turkey, and to find out the teachers&rsquo
and students&rsquo
perceptions concerning the presence of native, target and other world cultures (C1, C2 and C3 respectively) in ELT textbooks. In order to fulfill these aims, a checklist, a teacher questionnaire, a student questionnaire, a teacher interview were developed by the researcher. Moreover, the impressionistic overview and the item frequency procedure were applied for the analysis of cultural content of the textbook. Quantitative data were analyzed by calculating the frequencies, percentages, and the Chronbach alpha. Qualitative data were analyzed by applying the coding system for the categorization of collected responses and content analysis. The results showed that the cultural load of the textbook was insufficient and that the percentage of cultural elements in the reading passages is significantly low. The teachers&rsquo
satisfaction with the textbook appeared to be relatively low and students showed neither high level of satisfaction with their textbook nor dissatisfaction with it. Overall, there is a serious mismatch between teachers&rsquo
and students&rsquo
perceptions of culture and the real cultural load of the textbook. The target culture prevails in the reading texts although teachers considered native and other world cultures to be important as well, and students showed equally low interest in target and other world cultures giving the preference dominantly to their native culture.

APA, Harvard, Vancouver, ISO, and other styles

13

Lundström, Emmelie. "Mirror mirror on the wall which of the textbooks is the best of them all." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85515.

Full text

Abstract:

The purpose of this study is to analyse different teaching materials for English in Grade 5. Three teaching materials for learning English as a second language and as foreign language were used. Two of the teaching materials were produced in Sweden and one was produced for an international market. The teaching materials were selected using a convenience selection. This study was made with use of both a quantitative and a qualitative comparative text analysis, depending on the research question. The result showed that the two teaching materials produced in Sweden for learning English as a foreign language should focus more on their oral assignments. The students using these teaching materials might not use English in other places than in the classroom and therefore it is important that they practice their oral proficiency during lessons. Another result shown in this study is that all of the teaching materials could benefit from allowing students to work more with cultural awareness.

APA, Harvard, Vancouver, ISO, and other styles

14

Israelsson, Johan. "Teachers' attitudes to teaching aids and authentic materials." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32028.

Full text

Abstract:

The aim of this thesis is to elucidate how English teachers in Sweden choose what materials to use in the classroom and how they benefit students. In order to accomplish this, I studied a variety of theories that deal with the subject of using traditional teaching aids versus authentic materials. Four interviews with English teachers of different backgrounds and experiences were conducted. I analysed the results of the interviews in conjunction with the theories. My conclusion is that teachers use different materials based on a combination of experiences and preferences. However, due to the limited number of interviewees in this study, it is not possible to draw any general conclusions. Nevertheless, it seems probable that new and inexperienced teachers seek comfort in traditional teaching aids such as textbooks and accessories, while experienced teachers lean towards incorporating authentic materials in their teaching to a larger extent. The experienced interviewees feel that authentic materials enable students to learn in an environment where they forget that they are actually ‘learning’. Instead, English becomes the natural means of communication. However, most interviewees agreed that time constraints sometimes make it difficult to incorporate authentic materials in the classroom. It is my own conclusion that authentic materials provide teachers with a never-ending source of inspiration that has the potential to revitalize and even reinvent the profession.

APA, Harvard, Vancouver, ISO, and other styles

15

Cohick, Mikel William. "Academic Achievement and the Ability of Post-Secondary Students to Read Assigned Materials." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331457/.

Full text

Abstract:

This study provides a rationale for adopting course materials. It demonstrates the relationship between ability to read assigned materials and academic achievement, and that selection of materials creates two groups having different probabilities of success. The sample was selected from a population of all students enrolled in Principles of Economics courses at North Texas State University in the spring semester of 1986. The Nelson-Denny Reading Test was used to determine reading ability. Assigned materials were analyzed for readability. A frustration level was determined and used to divide the sample: the group of interest, those with reading abilities below the frustration level who underwent the treatment of reading materials written above their ability to comprehend; and the comparison group, those with reading abilities above the frustration level who did not undergo the treatment.

APA, Harvard, Vancouver, ISO, and other styles

16

Askildson, Virginie. "What do Teachers and Students Want from a Foreign Language Textbook?" Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/196025.

Full text

Abstract:

Textbooks are essential to Foreign Language (FL) curricula. They contribute to the homogenization of instruction between multiple-language courses; they provide learners with an advance organizer; they help train novice teachers, and they supply both novice and experienced instructors with a variety of resources (Allen, in press). In a context where the textbook appears to be the pillar of FL instruction, we find numerous studies about teachers' beliefs concerning FL textbooks (Ariew, 1982; Apple, 1986; Menke, 1994; Graden, 1996; Richards & Mahoney, 1996; Masuhara, 1998; Bancheri, 2006); however, there are very few studies on students' self-perceived needs (Jan & Glenn, 1984), and equally few on both teachers' and students' perspectives on language teaching materials (Donovan, 1998). Thus, the goal of this study is to examine both students' and teachers' views of FL textbooks in light of current Second Language Acquisition (SLA) theory. In so doing, this project addresses three research questions: 1) what role should authenticity of the L2, target culture, and tasks play in language teaching materials?, 2) what place should grammar take in FL textbooks?, and 3) what part should technology play in language teaching materials? 48 French teachers and 1023 learners from four major North-American universities were surveyed using an online questionnaire containing not only closed-response questions rated on a four point Likert-type scale but also open-ended questions. This mixed-design methodology allowed the researcher to draw tentative conclusions on how to reconcile language teaching materials design with SLA research, teachers' beliefs and students' self-perceived needs. Practical implications for language teacher training programs and FL textbook development are offered.

APA, Harvard, Vancouver, ISO, and other styles

17

Varga, Kate, and Ronja Cato. "A multimodal critical discourse analysis of Swedish teaching materials for English." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41075.

Full text

Abstract:

Education in the Swedish school system should aim to assist pupils in the development of fundamental values. This study investigates to what extent different groups of people are represented within two textbooks for English language teaching (ELT), produced in Sweden and commonly used in Swedish schools and how these representations correlate with the values indicated in the curriculum. Additionally, this study explores if textbooks designed for ELT can be adapted and used as a resource in the Arts classroom for multimodal representation analysis. The study used a multimodal critical discourse analysis with a social semiotic approach to address these questions, looking at the textbooks' textual and visual elements. The result is addressed both quantitatively and qualitatively and showed that, while women were shown in active roles, white men were overrepresented in both the visual and textual representations and people of colour of both genders were underrepresented. The results imply that ELT textbooks have some ways to go in order to meet the representation demands that the curriculum sets and that more research needs to address how to more accurately and frequently represent different groups of people within ELT teaching materials.

APA, Harvard, Vancouver, ISO, and other styles

18

Ozdemir, Fatma Esra. "An Evaluation Of Time For English 4, The 4th Grade English Coursebook For Public Schools." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608907/index.pdf.

Full text

Abstract:

ABSTRACT AN EVALUATION OF TIME FOR ENGLISH 4, THE 4TH GRADE ENGLISH COURSEBOOK FOR PUBLIC SCHOOLS Ö
zdemir, Fatma Esra M.A., Department of English Language Teaching Supervisor : Prof. Dr. Hü
snü
Enginarlar September 2007, 119 pages The purpose of this study was to find out the how the fourth grade students in public schools and the fourth grade English teachers evaluated the English coursebook Time for English 4 in terms of purpose, approach, visual design, presentation of vocabulary and language, practice activities and exercises, supporting sources, and supporting materials. To fulfill this aim, a teacher questionnaire, a student questionnaire and a teacher interview was prepared by the researcher. The questionnaires were administered face to face to 102 randomly selected fourth grade students in Beypazari and 15 English teachers in the districts of Altindag, Beypazari, Keç
iö
ren, and Mamak. Six of the English teachers were also interviewed in order to obtain qualitative data. The interviews were recorded on a tape recorder and then transcribed. Quantitative data was analyzed by calculating the frequency counts, percentages, arithmetic means, and the standard deviations of the responses given to the questionnaires. Qualitative data obtained from the interviews was analyzed by using content analysis. According to the results of the study, both the teachers and the students were content with the coursebook. The level of satisfaction was higher among the students. Students identified two problems about the instructions and the songs in the coursebook. Teachers identified four more problems about the teacher&rsquo
s book, the number of vocabulary items, the number of units, and the presentation of the language items. Necessary suggestions were made for the solution of the problems to the relevant parties.

APA, Harvard, Vancouver, ISO, and other styles

19

Chan, Pik-shan Esther. "Assessing the suitability of English language teaching materials at primary level : a comparative evaluation of textbooks for the Hong Kong (1981) primary English syllabus /." Click to view the E-thesis via HKUTO, 1985. http://sunzi.lib.hku.hk/hkuto/record/B42128213.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

張嶸 and Wing Cheung. "A comparative study on Chinese language teaching materials in primary schools of Hong Kong and of mainland China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4292652X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Scott, Linda F. "An evaluation of elementary school science kits in terms of classroom environment and student attitudes." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/2212.

Full text

Abstract:

The purpose of this evaluation study was to compare students' perceptions of their science classroom environment when using science kits, textbooks or a combination of science kits, textbooks and teacher-created materials. This year-long study involved using a learning environment questionnaire, namely the My Class Inventory (MCI), interviews and observations to assess which of the three treatments leads to a more positive learning environment. Three questions investigated were whether (1) the learning environment can be reliably and validly assessed among Grade 3-5 students in Texas, (2) instruction using textbooks, science kits, or a combination of textbooks and science kits is more effective in terms of changes in student attitudes and learning environment perceptions, and (3) there are associations between student attitudes toward science classes and the classroom environment? Administrators and teachers in Texas are searching for ways to improve the scores received on standardized tests. For more than 40 years, research has shown that positive classroom environments can lead to improvement in achievement. Therefore 1 chose to investigate the above questions using a learning environments framework. This study was conducted in three urban elementary schools in North Texas. There were a total of 588 students in 28 classrooms with 16 different teachers involved in this research. The schools were similar in demographic features such as ethnicity and socioeconomic status. Analyses of data collected with the My Class Inventory (MCI) supported the instrument's factorial validity, internal consistency reliability, and ability to differentiate between the perceptions of students in different classrooms.Also, simple correlation and multiple regression analyses indicated reasonably strong and positive associations between each classroom environment scale and the students' satisfaction. The Satisfaction scale was used as an outcome variable, following the lead of Majeed, Fraser and Aldridge (2002). Results h m the MCI, interviews and observations indicated that students preferred a more positive classroom environment in terns of Cohesiveness, Competition, and Friction. Importantly, the group of students using science kits experienced greater pretest-posttest changes in satisfaction and classroom cohesiveness than did either the textbook group of the combination group. This study supports previous research that combined qualitative and quantitative methods of data collection. Qualitative methods suggested that students preferred a more hands-on presentation of science lessons rather than a textbook presentation. This was suggested in interviews with students and teachers and by observations of students in their science classes. This research evaluated three educational methods to determine which instructional method would produce a more positive learning environment and student satisfaction. These results suggest that the utilization of science kits achieves this goal as measured by student satisfaction and cohesiveness.

APA, Harvard, Vancouver, ISO, and other styles

22

Krikourian, Narine. "Vart har alla riktiga problem tagit vägen? : Analys av läromedel i matematik med fokus på problemlösning." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32624.

Full text

Abstract:

Research has shown that the mathematics textbooks are the most widely used in Swedish schools, compared to textbooks in other subjects. At the same time, studies have shown that the content of the textbooks do not fulfil the goals presented in the national education steering documents regarding problem solving in math. The purpose of this study is to analyze textbooks and corresponding teacher’s guide in mathematics for the second grade. Starting from a didactic perspective as an approach to problem solving in order to analyze the teaching material, I decided to use the analytical model constructed by Ann Kristin Larsen. In order to conduct the study, the following questions have been used in this study: In what way the problem solving has been presented in the textbooks? Which problem solving strategies are presented in respective teaching material based on didactic perspective? What types of problem solving tasks are presented in respective teaching material? In what way the concept problem solving is presented in the teacher’s guide? In conclusion, the result of the study shows that there are both similarities and differences between the two instructional materials that have been studied in the way they presented problem solving. The study shows that the teaching material is not compatible with Charles and Lester’s (1982) criteria. As for the teacher's guide and the support it provides, the investigation shows that different textbooks give different support and guidance to teachers.

APA, Harvard, Vancouver, ISO, and other styles

23

Scott, Linda F. "An evaluation of elementary school science kits in terms of classroom environment and student attitudes." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17977.

Full text

Abstract:

The purpose of this evaluation study was to compare students' perceptions of their science classroom environment when using science kits, textbooks or a combination of science kits, textbooks and teacher-created materials. This year-long study involved using a learning environment questionnaire, namely the My Class Inventory (MCI), interviews and observations to assess which of the three treatments leads to a more positive learning environment. Three questions investigated were whether (1) the learning environment can be reliably and validly assessed among Grade 3-5 students in Texas, (2) instruction using textbooks, science kits, or a combination of textbooks and science kits is more effective in terms of changes in student attitudes and learning environment perceptions, and (3) there are associations between student attitudes toward science classes and the classroom environment? Administrators and teachers in Texas are searching for ways to improve the scores received on standardized tests. For more than 40 years, research has shown that positive classroom environments can lead to improvement in achievement. Therefore 1 chose to investigate the above questions using a learning environments framework. This study was conducted in three urban elementary schools in North Texas. There were a total of 588 students in 28 classrooms with 16 different teachers involved in this research. The schools were similar in demographic features such as ethnicity and socioeconomic status. Analyses of data collected with the My Class Inventory (MCI) supported the instrument's factorial validity, internal consistency reliability, and ability to differentiate between the perceptions of students in different classrooms.
Also, simple correlation and multiple regression analyses indicated reasonably strong and positive associations between each classroom environment scale and the students' satisfaction. The Satisfaction scale was used as an outcome variable, following the lead of Majeed, Fraser and Aldridge (2002). Results h m the MCI, interviews and observations indicated that students preferred a more positive classroom environment in terns of Cohesiveness, Competition, and Friction. Importantly, the group of students using science kits experienced greater pretest-posttest changes in satisfaction and classroom cohesiveness than did either the textbook group of the combination group. This study supports previous research that combined qualitative and quantitative methods of data collection. Qualitative methods suggested that students preferred a more hands-on presentation of science lessons rather than a textbook presentation. This was suggested in interviews with students and teachers and by observations of students in their science classes. This research evaluated three educational methods to determine which instructional method would produce a more positive learning environment and student satisfaction. These results suggest that the utilization of science kits achieves this goal as measured by student satisfaction and cohesiveness.

APA, Harvard, Vancouver, ISO, and other styles

24

Albedaiwi, Sultan Abdulaziz. "EFL materials in public school classrooms in Saudi Arabia : an investigation of the extent to which teachers engage in materials/textbooks development in order to design learning experiences to meet the needs of their students as an indicator of teacher autonomy." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5502/.

Full text

Abstract:

This study aims to investigate the ways in which EFL teachers in Saudi Arabia use, design, and evaluate their teaching materials, in a context where teachers are expected to use only the prescribed textbooks inside the classroom. The extent to which teachers supplement and adapt the set textbook is used as an indicator of their willingness and ability to adapt their teaching in response to the needs of the learners in their classrooms. Saudi teachers’ willingness and ability to take control of their personal teaching and learning in this way is investigated using Huang’s framework of autonomy. The study explores the different responses of the teachers in the study to the policy of the Ministry of Education regarding the use of the prescribed textbook and the extent to which through their use, design and evaluation of teaching materials, teachers are able to enhance their professionalism. Data was collected using classroom observations and semi-structured interviews of 6 male EFL (English as a Foreign Language) teachers in Saudi public schools and analysed using Narrative and Grounded theory approaches. The hybrid approach adopted for this study proved useful in uncovering much rich information about teachers’ perceptions about and use of the textbook and the implications of the extent to which they engaged in materials development in response to the needs of their students. The study revealed different perceptions and degrees of responsiveness to the need to adapt materials for the learners in the classroom. In some instances, whilst teachers described themselves as exercising autonomy the observation of classroom practice was not entirely consistent with such a perception. Conversely, some teachers were more proactive in the classroom than responses in interviews might suggest. The study builds on previous work into the trend for learners in EFL classrooms in Saudi Arabia to exercise more learner autonomy and the relationship between learner demands, the capacity of teachers to engage in materials development and teacher professionalism is examined. The study concludes that more research into providing scope for adaptation and variation in the use of textbooks in EFL in classrooms in Saudi Arabia could shed light on how institutional and personal constraints on teacher autonomy could be mediated without jeopardising the quality and consistency of learning and teaching.

APA, Harvard, Vancouver, ISO, and other styles

25

Nilsson, Susanne. "Excluded in the Classroom : Examining Otherness in Terms of Ethnic Exclusion, Gender Stereotypes and the Neglect of Non-Heteronormative Groups in Educational Materials in Swedish Upper Secondary Schools." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61055.

Full text

Abstract:

The purpose of this degree project is to examine to what extent certain groups in society are represented in the teaching material in upper secondary schools in Sweden. Through the scrutinizing of a selected number of English textbooks, the intention is to analyse texts and images to see whether representation of individuals on the basis of ethnicity, gender, gender identity and sexual orientation occur in the material. Another aspect of the essay is to identify possible stereotypes regarding the mentioned categories. The analyses draw on a number of theories: postcolonial, feminist and gender, as well as queer theories, in order to relate possible non-representation in the teaching material to the key concept of otherness. Furthermore, the concepts of hegemony and heteronormativity serve an important role in the analyses of the material as they expose dominant structures in society which tend to give certain groups authority over others.

APA, Harvard, Vancouver, ISO, and other styles

26

Lam, Ian Ian. "The development of ESP teaching materials for secondary students studying fashion design in Macao." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1942473.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Gunnars, Jenny. "Jämställdhet i läromedel : En granskning av hur tre läroböcker i svenska lever upp till jämställdhetskraven i Gy11." Thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135672.

Full text

Abstract:

Gender equality is a central topic in the curriculum of the upper secondary school and it should permeate all of the school’s activities. The purpose of this study is to determine whether three textbooks written for the course Swedish 1 in upper secondary school lives up to the requirements of gender equality as stipulated in the curriculum. The textbooks are analyzed both by means of comparing how often women and men are mentioned in the texts, as well as by evaluating the adjectives and participles by which women and men are described. Gender theory and sociolinguistics form the basis for this study. Gender theory addresses gender roles and gender identity in relation to the power of society and norms. Sociolinguistics describes the language from different perspectives, such as gender. The analysis shows that men are more frequently mentioned in the texts than women are. Moreover, positively charged adjectives and participles are more commonly associated with the male gender. The analysis also shows that men are usually linked to the public sector by association to their proffesional titles, while women are connected with the family. This study concludes that the reviewed textbooks cannot be said to meet the gender equality requirements in the curriculum for the upper secondary school. Men are in focus and the books confirm prejudice that exists in the society against women and men. However, these books do not need to be dismissed. Teachers can use these to show and discuss the realationship between women and men in today’s society with their students. This way norms can become more developed and contribute to a more permissive climate in the future.

APA, Harvard, Vancouver, ISO, and other styles

28

Niou, Suhsin, and 牛素杏. "Analysis of Materials of Literacy Instruction among the Elementary English Textbooks." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/65240707230461034108.

Full text

Abstract:

碩士
國立臺中教育大學
課程與教學研究所
98
The purpose of this study is to understand how well the English textbooks of elementary levels can be used for literacy instruction by content analysis method. The targeted textbooks are elementary English textbooks published by three publishers, which are Kang Hsuan, Kid Castle and Joy. Results of this study could be used as a reference to select and revise English textbooks of the elementary level. The main findings are as follows: 1. Materials about alphabet identification, phonemic awareness and phonics are all available in Kang Hsuan, Kid Castle and Joy. 2. Materials about letter names, letter forms and letter sounds are available in both Kid Castle and Joy. Materials about letter names and letter forms are available in Kang Hsuan. As for the letters in a single unit, Kang Hsuan provided 5 or 6 new letters, while Kid Castle and Joy provided only 4 letters. 3. Activities about recognizing beginning, middle and ending sounds within words are only available in Joy. However, in Kang Hsuan and Kid Castle, only activities about recognizing beginning and middle sounds within words are available. 4. In terms of spelling units, rhymes are available in Kang Hsuan and Kid Castle, while short sentences are available only in Joy. 5. Of all of the targeted textbooks, Joy provides the largest number of spelling units, Kang Hsuan provides the largest number of words relevant to spelling units, and Kid Castle provides the largest number of rhythms and short sentences relevant to spelling units. 6. Materials about letter names and letter sounds appear simultaneously in Kid Castle and Joy. 7. In terms of the sequence of materials about phonemic awareness, Kid Castle is the first textbook that provides this kind of materials. 8. Single consonants are provided first in Kid Castle, while short vowels are provided first in both Kang Hsuan and Joy, and simpler spelling units are provided first in all targeted textbooks. 9.In terms of alphabet identification, Kang Hsuan provides the largest number of activities. In terms of phonemic awareness and phonics, the largest number of activities could be found in Joy.

APA, Harvard, Vancouver, ISO, and other styles

29

LIN, LIEN-CHU, and 林蓮珠. "Writing ability indicators and teaching materials analysis for 2nd-staged Chinese textbooks." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/74gbv5.

Full text

Abstract:

碩士
銘傳大學
應用中國文學系碩士在職專班
96
This research is based on 9-year continuity program of primary school and secondary high school promulgated by Ministry of Education in 2003 and uses textbooks reviewed and approved by Ministry of Education for the 1st-semester and 2nd-semester in 2007 as research subject, and analyzes writing ability indicator, writing teaching methods and writing practice materials of current 2nd stage Chinese textbooks by usage of content-analysis method so as to understand whether related teaching materials in current Chinese textbooks can help teachers educate students to own basic 2nd-staged Chinese writing abilities. Our research has discovered some facts as in the following: 1. Adoption of writing ability indicators for each version: (1) Major category adoption status: Nan-I adopts the 10th item, Kang-Hsuan adopts the 10th item and Han-Lin adopts the 10th item. (2) Minor category adoption status: Nan-I adopts 20th item, Kan-Hsuan adopts 19th item and Han-Lin adopts 17th item. (3) No omission on major and minor category adoption of Nan-I, 1 item omission on minor category of Kang-Hsuan, and 3 item omissions on minor category of Han-Lin. 2. Writing teaching method and writing ability indicator coordination status: (1) Usage ratio of major category writing teaching methods is higher than that of writing ability indicator: 9 items for Nan-I, 10 items for Kang-Hsuan, 10 items for Han-Lin. (2) Usage ratio of minor category writing teaching methods is higher than that of writing ability methods: 18 items for Nan-I, 19 items for Kang-Hsuan, and 17 items for Han-Lin. (3) Usage ratio of major and minor category writing teaching methods of each version usually is higher than that of ability indicator. It proves that each version nearly provides sufficient teaching activity design for writing ability indictor. 3. Coordination between Writing practice teaching materials and writing ability indicator: (1) Usage ratio of major category writing practice teaching materials higher than that of writing ability indicator: 7 items for Nan-I, 9 items for Kang-Hsuan and 10 items for Han-Lin. (2) Usage ratio of minor category writing teaching materials higher than that of writing ability indicator: 14 items for Nan-I, 18 items for Kang-Hsuan, and 17 items for Han-Lin. (3) For practice materials provided by writing ability indicator, Kang-Hsuan’s coordination is the highest and Nan-I’s coordination is the lowest. Suggestions will be submitted to all publications’ edition teams, teachers and researchers in the future based on the research result.

APA, Harvard, Vancouver, ISO, and other styles

30

Hsieh, Yi-Fang, and 謝宜方. "Vocabulary and Collocations in EFL Textbooks vs. Authentic Materials: A Corpus Study." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/u99uuj.

Full text

Abstract:

碩士
國立臺北科技大學
應用英文研究所
98
In recent years, considerable concern has arisen over the applications of corpus linguistics in English language teaching research. While substantial studies have been done on the impact corpora have on syllabus design and preparation for textbooks, little empirical evidence has been found to establish a direct relationship between textbooks and corpora. In addition, there has been even less research on the effects of corpus-based language teaching studies in the practice of vocational EFL education in Taiwan. To bridge the gap, this thesis attempts to address the areas of concern by trying to shed some light on the contrast between actual learner input and native learner input. In this corpus-based study, textbook presentations of high-frequency lexical items are chosen for analysis in terms of their collocational behavior because textbooks, often considered the main learning materials in vocational EFL, can not only help yield better understanding of the actual input but also determine desired pedagogical effects. Also, the findings will be juxtaposed with those from comparable authentic texts. The textbook corpus in this paper consists of texts from six volumes of a textbook series widely used in vocational high school EFL in Taiwan. The texts and content chosen are supposed to represent written language. Spoken materials such as dialogues and interviews are not included. The textbook texts are selected to enable a comparison with a specialized corpus collected by the researcher and used as the source of authentic data. The authentic text corpus which contains lexical input and text types similar to the textbook corpus constitutes a series of self-study reading materials for first to third graders in the United States. Analytic software AntConc is used for generating high-frequency lexical items and concordancing, while further analyses are carried out manually. The results of this empirical study on collocations of high-frequency lexical input in textbooks as presented and evaluated with respect to their significance for English language teaching in Taiwan.

APA, Harvard, Vancouver, ISO, and other styles

31

Yi-Ti, LIN, and 林伊娣. "Content Analysis of Taiwan Teaching Materials in Senior High School Music Textbooks." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/2v5y7c.

Full text

Abstract:

碩士
國立臺灣師範大學
音樂學系
102
The purpose of the study was to conduct a content analysis of Taiwan music teaching materials in senior high school music textbooks. Six textbook versions, namely San Min, Yui Da, Tai Yu, Hua Shing, New Wen Ching, and Oceania, approved by the Ministry of Education according to the 2008 Curriculum Guidelines for Senior High School Music, were used as research subjects. The research instrument, the self-developed “Content Analysis Table for Taiwan Music Teaching Materials in Senior High Schools Music Textbooks,” consisting of the music types, the material types, and the selected materials, was devised to analyze the content in the teaching materials of aboriginal music, Han Chinese traditional music, contemporary music, and popular music. According to the findings and discussions of the study, the conclusions of this research were as follows: 1. The teaching materials of aboriginal music In all versions of textbooks, ‘aboriginal singing and songs’ was the major music type in teaching materials of aboriginal music, and the material types were high in ‘aesthetic appreciation’ proportion. The selected materials of aboriginal musicians were few, and most of the selected aboriginal repertoires were expressing ‘folklore and culture.’ In all selected materials of aboriginal music, Guo Yingnan (Difang Tuana) and Elders Drinking Song (sakatsusa’ ku’edway a radiw) were selected most frequently. 2. The teaching materials of Han Chinese traditional music In all versions of textbooks, ‘regional dramatic music’, ‘folk instrumental music’ and ‘Han Chinese folk song’ were the major music types in teaching materials of Han Chinese traditional music, and the material types were high in ‘aesthetic appreciation’ proportion. The selected materials of Han Chinese musicians were mainly experts in singing, and most of the selected repertoires were expressing ‘emotion and feeling.’ In all selected materials of Han Chinese music, Ming Hwa Yuan and Chen Da were selected most frequently. 3. The teaching materials of contemporary music In all versions of textbooks, ‘others,’ including the introduction of musicians and performance venues, was the major music type in teaching materials of contemporary music, and the material types were high in ‘aesthetic appreciation’ proportion. The selected materials of contemporary musicians were mainly experts in composing, and most of the selected repertoire were expressing ‘scenery and objects.’ In all selected materials of contemporary music, Chang-Hui Hsu and Formasa Dance were selected most frequently. 4. The teaching materials of popular music In all versions of textbooks, ‘min-nan pop songs’ and ‘mandarin pop songs’ were the major music types in teaching materials of popular music, and the material types were high in ‘aesthetic appreciation’ proportion. The selected materials of popular musicians were mainly experts in singing, and most of the selected repertoires were expressing ‘emtion and feeling.’ In all selected materials of popular music, Ms. Sun-sun and Spring Breeze (Bang Chhun-Hong) were selected most frequently. Based on the conclusions, the researcher made suggestions to the textbook compilation teams, teachers, and following research.

APA, Harvard, Vancouver, ISO, and other styles

32

Lun, Hoh Poh, and 何保倫. "Malaysia Chinese Independent High School Chinese Textbooks Materials Selection of Mahua Literature." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/21249299783252364479.

Full text

Abstract:

碩士
國立臺灣師範大學
應用華語文學系
101
Under Education Act 1961, Independent Chinese Schools did not received any aids from the government and there was no proper way to run the Independent Chinese Schools, soon it found itself running into problems. A proposal for Independent Chinese Schools was released in 1973. There was a need to develop a curriculum that will be suitable for these schools. Dong Zong Curriculum Department was set up in 1976, it developed a curriculum as well as producing textbooks for various subjects. There was a need to design local text materials for students who lived in Malaysia. For Chinese subject, textbooks that were used in Independent Chinese Schools included literature that was sourced from China, Taiwan, Europe and of course Mahua literature. Research find out how did the compiled process worked, contents of textbooks over the years. Dong Zong Curriculum Department refer to Chinese syllabus that officially released by the Ministry of Education Malaysia, and syllabus from China and Taiwan to help develop Chinese syllabus itself. Content analyzed by “Wu-yu”, showed that Mahua literature in three sets of Chinese textbooks mainly focused on intellectual teaching purposes. The content of Mahua literature of first sets in the 1980s did not touched on the Chinese education issue. The content of second sets in the 1990s contained a lot of local text materials. 21th century, the newly compiled materials showed that the Mahua literature are being greatly reduced.

APA, Harvard, Vancouver, ISO, and other styles

33

Chang, Ling-yu, and 張玲瑜. "A Content Analysis of Family Education Materials of Elementary Integrative Activities Textbooks." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/16255374814197639894.

Full text

Abstract:

碩士
國立中正大學
教育學研究所
98
This study aimed to investigate the content of family education materials of elementary integrative activities textbook. The content analysis is adopted as the main research method. The three versions of Integrative activities textbooks were collected as the data in this study, including Han-lin, Nan-yi, and Kang-xuan. We adopted the method of context analysis to compare the content of family education materials of the textbook and the differences of different versions, and provide suggestions for the schools and teachers to carry out family education curriculum and to compile the textbook. The major findings were as follows: 1. Integrative activities textbooks include “parent education”, “filial education”, “gender education”, “marriage education”, “ethical education”, “education on family resources and management” and “other family education related matters”. 2. Currently, the distribution of the materials of family education were not balanced, there were “parent education”, “filial education”, “gender education”, “ethical education” and “education on family resources and management”, but there were not any “marriage education” and “other family education related matters”. 3. In the main category of family education , most materials are “education on family resources and management”, but the materials of “ethical education”, “gender education” and “parent education” were few. 4. In secondary category, most of family education materials of integrative activities textbooks are “parent-child and grand parent-child interaction and communication ”, the materials of “children care and development”, “family media literacy education”, “coordinates the parents to teach”, “relates relieved”, “filial parents and serves the elder” and “relations by marriage relations” were few. Based on results of this research, we offer the concrete suggestions for referral: to schools and teachers to carry out family education curriculum, to compile the textbooks and to offer follow-up studies.

APA, Harvard, Vancouver, ISO, and other styles

34

Lin, Yusin, and 林郁馨. "The Study on Indigenous Materials in Science and Technology Textbooks of Primary School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/10007253678616089761.

Full text

Abstract:

碩士
國立臺北教育大學
課程與教學研究所
99
This study is focused on Science and Technology textbooks of version E in primary school, which had passed the censorship of Ministry of Education in 2010. And based on the literature review, developing a “Indigenous Materials Content Analyzing Category”and “Postcolonial Discourse Content Analyzing Category” to analyze what the indigenous materials content and how they present in Science and Technology textbooks of version E in primary school; and based on content analysis, interviews with the editorial team of textbooks, discussing editors’ concepts of indigenous material and factors affecting. The main conclusions of study were listed as following: 1.Overall, Science and Technology textbooks of version E in subject category, the "natural habitat" was the highest proportion, but the "historical development" was the lowest proportion. 2.The subject category was highest proportion in eighth book but the lowest in fifth book in Science and Technology textbooks of version E. 3.The proportions of subject category were different in Science and Technology textbooks of version E. 4.In Science and Technology textbooks of version E, the sub-category of "Subjectivity of Taiwan" was lack. Only when discussing some sceicen concepts or principles, Taiwan's people, things, times, places or things as materials, but couldn't highlight subjectivity of Taiwan. 5.In Science and Technology textbooks of version E, the sub-category of "multiple render the text" mainly presented a variety of pictures but was lack of further discussion, and emphasized to present multiple ways in scientific methods, experiments, ignoring the text associated with the content of the discussion, there were the room for improvement. 6.In Science and Technology textbooks of version E, the sub-category of "critical thinking" was lack in text as a criticism. Only issues involving value judgments or experimental methods may talk about different results for thinking. 7.In Science and Technology textbooks of version E, the sub-category of "concrete" mainly contented environmental protection. 8.The editorial team of Science and Technology textbooks was considered scientific concepts as the main consideration, and the "usual" material-based, ignoring the indegenous materials. 9.Editorial team chose the materials were considered convenience, feasibility and correctness, thus, may compress the range of choices or other possibilities. 10.When editorial team chose the materials in textbooks, they considered the examination units and marketing requirements, because they hopeed pass through the examiniation and increase the marketing sales in the same time. 　　According to the above conclusion, some suggestions were provide to textbooks editord and future researchers.

APA, Harvard, Vancouver, ISO, and other styles

35

Lee, Chao-jung, and 李昭瑢. "Research on Teaching Materials and Methodologies of Travel Texts From Elementary Chinese Textbooks." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/41184086847826409890.

Full text

Abstract:

碩士
國立臺南大學
國語文學系
95
This study uses the travel texts from three editions of textbooks: Nani version (2005), Kang Hsuan version (2005), and Han Lin version (2005), as the main research materials, and, to probe into the writing connotations of travel texts by looking at the similarities and differences from the descriptions of the points of view, the subject matter of the writing, the thoughts for the topics, and the development of the body. The author will also discuss the skills used to perform travels by exploring the structure of the text, the writing skills, the arrangements of the head and conclusion, and the use of the rhetoric skills. Finally, using a real-life teaching examples of integrating information technology with travel texts and from there, discuss the reasons of integrating information technology into travels texts, the time of integrating, and the ways of integration, providing teaching methodologies for future research. From the literacy review and the analysis and generalization of this thesis, the main findings are summarized as follows: (1) Reading travels texts provides various advantages for children such as improving their knowledge of geography, inspiring them to experience life in different places, encouraging their appreciation on the beauty of scenes, history, culture, and the expansion of the children’s ability of imagination. All the composition of travel texts from three versions of textbook fits the implication such as indigenous, timely, and educational. The structure of travels by Nani version is more conscientious and careful, which is suitable for model essay learning. The Han Lin version produced the least number of travels, but, it is more providence. For the travels by Kang Hsuan version, it is highly erudite, which can enlighten the children’s mind towards reading. (2) Most travels texts are written in the first person’s point of view because of the fluency and artless, which easily creates sympathy with the readers. In descriptions, larger amounts of travels texts are written in describing the process of traveling and activities, but, typical scenery travels were rarely seen. In thoughts for the topics, the introducing of the culture of Taiwan occupied most of the part in the writing of travels. In the deceptions of areas in Taiwan, there are many travels written about the scenery of the Northern part, but there were none about the Eastern part. (3) In the writing of travel, many of them are written in describing events in orders. Sometimes, an event from other time is added when applicable, which is used as an additional remark for the background information of the text, increasing the profundity and broadness of the topic. In the arrangements for the head and conclusion, most travels begin in a straightforward way, allowing the readers to know the topic from the beginning. For the conclusion, it usually ended in sentimental attachments to one’s scenery, since, in this way, it is more pleasant to the readers for recollection. In the using of the rhetoric skills, travels about scenery mostly uses metaphor and descriptions for the figure of speech, changing abstract ideas into concrete forms for the intensify of the image. All of these reveal that rhetoric skills will increase the reader’s sensation as if they were personally on the scene. (4) From the model essay of travels, we can learn about the beauty of rhetoric and methods for the layout of writing. This, can enhance one’s examination and appreciation towards literature. Also, it can increase one’s writing competence, achieving the goal of integrating reading and writing together.

APA, Harvard, Vancouver, ISO, and other styles

36

Hsieh, Bryant Zhi-Jie, and 謝智傑. "An Analysis of Writing Materials in Senior High School English Textbooks in Taiwan." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/56896576673903561524.

Full text

Abstract:

碩士
國立臺灣師範大學
英語學系
96
ABSTRACT The main goal of the current study is to analyze the writing sections in three English textbook series frequently used in senior high schools—i.e. the FE, SM and LT series. For the analysis of the instructional focuses and task features of the writing sections in the three series, a coding scheme from Chan (2001) was adapted. A secondary goal of the study is to investigate the beliefs of English teachers about writing instruction, and their use and assessment of the writing sections. To this end, semi-structured interviews were conducted with six senior high school English teachers. Results of the textbook content analysis revealed that the three series featured significantly different instructional focuses. The FE series focused almost exclusively on rhetorical organization and genres. The SM series was concerned mainly with grammar and rhetorical organization, with some attention given to writing strategies. In the LT series, grammar and rhetorical organization were also the focus of instruction; yet it differed from the SM series in its additional attention to genres rather than strategies. These findings indicated that the three series all gave great salience to rhetorical organization. Grammar and genres, on the other hand, received differential degrees of treatment. The least amount of attention, as has been shown, was devoted to strategy training. These results suggest that the three series adopted a primarily product-oriented approach to writing instruction. Writing processes, for the most part, were marginalized. Regarding task features, the three series shared several major similarities. To start with, all three series included recognition exercises to raise students’ awareness about basic paragraph structure. Furthermore, they drew extensively on the use of reading texts as writing samples for paragraph writing tasks. Particularly worth noting was the finding that the SM and LT series, in order to reinforce linguistic structures, devoted a portion of their tasks to sentence writing practice. In the FE series, sentence writing tasks were virtually non-existent. The analysis of the semi-structured interviews yielded a number of important findings. First, the teachers were found to teach writing mainly for the sake of exams, to facilitate self-expression, and to help students integrate learned materials. Their underlying beliefs about writing instruction were predominantly rhetorical and linguistic, focusing on paragraph structure, transition, and linguistic patterns. Second, in terms of the use of their textbook writing sections, the majority of the teachers reported that they did use them, but on a selective basis. Their criteria for selection were found to be conciseness and relevance. One teacher, being the only exception, ignored these writing sections entirely mainly due to their irrelevance to monthly tests, their lesson final positions, and time constraints. As for supplementary materials, picture writing materials and published writing textbooks were found most favorable among the teachers. Third, with regard to the evaluation of these textbook writing sections, the treatment of rhetorical organization was most positively assessed across the three series. Responses to grammar, writing strategies, genres, and tasks, on the other hand, all turned out to be somewhat mixed. Overall, the teachers responded most positively to the rhetorical focus of the three series, indicating that their beliefs were generally consistent with results of the textbook content analysis. The findings of the present study will advance our understanding of the writing sections in three major high school textbook series. They will assist textbook compilers to compensate for the limitations of these teaching materials in future materials development. These findings can also aid high school teachers in making more informed decisions about how to use these textbook writing materials flexibly and draw on support materials whenever necessary. Finally, based on the findings of the current study, a number of pedagogical and practical implications are provided.

APA, Harvard, Vancouver, ISO, and other styles

37

Chen, Chao Jung, and 陳昭蓉. "A Content Analysis of Life Education Materials of Senior High School English Textbooks." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/88483205576188328456.

Full text

Abstract:

碩士
國立中正大學
教學專業發展數位學習碩士在職專班
100
The aim of this research attempts to explore how the content of life education materials is integrated in English textbooks of senior high school in Taiwan. The content analysis was adopted as the research method, with three versions of English textbooks collected as the materials in this study. This research involved a survey, comprised of both quantative and qualitative analysis of the content and the comparison of textbooks. It is hoped that the results of the study can serve as a basis for further study in life education. The major findings were as follows: 1. Currently, the distribution of the materials of life education in English textbooks was not balanced. In the major categories of life education, the most highlighted category is “the integration of characters and the development of spiritual life,” the less emphasized ones are “philosophy and life,”“religion and life”and“the bioethics and technological ethics.”The least highlighted and vacant category is “life education.” 2. Among the secondary categories of life education, the most emphasized categories are “8-1 the meaning of the integration of characters” and the less emphasized are “4-1 the relation of life and death,”“7-1 the meaning and significance of the bio- ethics and technological ethics”and“the categories and meaning of moral judgment.” 3. Among the secondary categories of life education, the completely ignored and vacant categories are “1-1 the meaning of life education,”“3-1 the arise of religion,” “3-4 the sound and superstitious attitudes towards religion ”and “the meaning of humanity and sex.” 4. The three versions are identical in both the qualitative and quantative analysis. The A version is characterized by “moral judgement,”the B version is characterized by “the integration of characters and the development of spirituality. ” The “bioethics and technological ethics” is highlighted in the C version. Based on the results of this research, the results of the research suggest the significant differences and relations to the content of life education that might profitably be addressed by teachers, textbook editors and future researchers in this area.

APA, Harvard, Vancouver, ISO, and other styles

38

Lin, Chih-Tung, and 林志東. "The Design and Development of Electronic Textbooks for Engineering Materials in Vocational High Schools." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/66qz38.

Full text

Abstract:

碩士
國立暨南國際大學
課程教學與科技研究所
105
The purpose of this study is to understand the user needs on electronic textbooks for vocational high schools from both teachers’ and students’ points of view, and the problems encountered during the development process of the e-textbook and how they were modified, so that the result can be referenced in the future for the design of e-textbooks. The research subjects were teachers and students in civil engineering of vocational high schools. Design research methodology was applied to understand the requirements of the research subjects on the topic “Wood” of in engineering materials, and iBooks Author was then employed to edit the initial version of the e-textbook. In view of the usage experience of teachers and students and the reflection of the researchers, improve the embryonic version through problem-based concept. The results show that: A. Teachers’ and students’ requirements for electronic textbooks were mostly based on their experiences in reading existing paper textbooks, the direction of the college entrance examination and the experiences of interactive media, which were more content-based. The requirements were as follows: 1. Contents: clear structure and easy to read; 2. Media: multimedia and interactive; 3. Learning strategies: primarily for studying and supplemented by assessment. B. If the design is content-based, then the selectin of the content and media is clearer, the development of electronic textbooks is easier to conduct, and it is more suitable for students’ self-study. However, the disadvantage is that the learning lacks in-depth understanding and knowledge linkage. C. Problem-based learning can lead students to integrate their knowledge and link between knowledge and practice. Therefore, students would have clear knowledge structure, and the retention of memory is enduring. To sum up, when editing electronic textbooks, it is recommended to analyze the curriculum structure first, then find out the linkage among related knowledge, and consider how to use the learning strategy to dismantle and integrate the problem, and then write the content and the media. By this way, the development cost can be reduced, and the textbook quality and student learning efficiency can be improved.

APA, Harvard, Vancouver, ISO, and other styles

39

Lin, Li-Ching, and 林麗卿. "Analyzing Materials in the ChineseStudies Textbooks from the Perspective of the Multiple Intelligence Theory." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/3fr5xq.

Full text

Abstract:

碩士
銘傳大學
應用中國文學系碩士在職專班
96
The purpose of the research was to explore the Junior Chinese Studies textbooks complied in accordance with curriculum standards of 2003, including Nani, knsh, and Hanlin textbooks from the perspective of Multiple Intelligences theory (MI theory) to see whether the mentioned textbooks used multiple instruction channels. The researcher employed content analysis and literature review method to do this study. The exploration in the thesis included two focal points: 1. Understanding the distributed proportion of MI theory appeared in textbooks; 2. Comparing the similarity and the difference of MI theory appeared in textbooks. 1.The distribution proportion of MI theory appeared in three different textbooks. (a)Low proportion of Multiple Intelligences are in three different textbooks. (b) Nil proportion of Multiple Intelligences in the units of three versions of textbooks. 2. The compared results of Multiple Intelligences theory appeared in different textbooks. (a)As a whole, the total distribution situation of MI theory in Junior Chinese Studies Textbooks, the most popular intelligence was linguistic intelligence. (b)Among the three different textbooks, the most popular intelligence was linguistic intelligence and the least popular intelligence was logical-mathematical intelligence. Finally, based on the research results above and the deficiency of the research, suggestions were offered for further study and textbook organizing. English key words: Chinese Studies textbook ; Multiple Intelligences ; Content Analysis

APA, Harvard, Vancouver, ISO, and other styles

40

WU, MENG-FEN, and 吳孟芬. "Paraphrase of Localized Teaching Materials in Chinese Textbooks for Senior Graders in Elementary School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ssbfrx.

Full text

Abstract:

碩士
國立臺中教育大學
語文教育學系碩博士班
105
The research aims to analyze the rewriting articles and content of paraphrase of localized teaching materials in Chinese textbooks for senior graders in elementary school. This results can serve as a reference for editing and revision of teaching materials for the Chinese discipline. This study investigates whether the research in Chinese textbooks that target children's readers conform to four characteristics of children's literature: whether children's education,interest, literature. Retain its three characteristics: childlikeness, didacticism, playfulness, and literariness. In addition, in localized teaching materials for senior graders, whether the paraphrase of local literature works retain three characteristics, namely, localization, reality, and diversity, are explored. From the perspective of content analysis, the paraphrase of localized teaching materials for senior graders consists of three dimensions as follows: relevance of the paraphrase of Chinese textbooks to children’s literature, appropriateness of including the paraphrase in textbooks for children’s reading, reasons of including the paraphrase in textbooks from local literature characteristics. Finally, according to the results, suggestions are proposed to future teaching material development, teaching activities, and research. The conclusions of this study are as follows: 1.The paraphrases in three adopted versions of Chinese textbooks focus on didacticism. 2.Among the four characteristics, childlikeness, playfulness, and literariness are less considered. 3.In the three versions of Chinese textbooks, the format of paraphrase is primarily on article length and structure. 4.In the three versions of Chinese textbooks, the content of paraphrase is largely summarized sequential narration. 5.In the three versions of Chinese textbooks, the paraphrase of localized teaching materials is mainly biographies of renowned figures. 6.In the three versions of Chinese textbooks, the paraphrase of localized teaching materials focuses on the reality of local cultural characteristics. 7.In the three versions of Chinese textbooks, the paraphrase of localized teaching materials adopts a cultural perspective as the theme.

APA, Harvard, Vancouver, ISO, and other styles

41

WANG, CHING-YI, and 王靜儀. "Rhythmic Analysis of The Music Teaching Materials For Elementary School Arts And Humanities Textbooks." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/53675255106101111694.

Full text

Abstract:

碩士
國立臺北教育大學
音樂學系碩士班
99
Abstract This research is to analyze music textbooks used in elementary schools, focusing on Nan-I Version, Kang-Hsuan Version, and Han-Lin Version. Each version contains eight textbooks, twenty-four volumes in total. To achieve the purpose of this research, this research adopts content analysis method according to the related sources and collects “music rhythmic content” and “music tempos” in order to analyze and compare, the difference between the three versions. The conclusions are stated as follows: Music Rhythmic Content 1. Rhythms from each edition are similar. 2. Single beats from each edition are diverse. 3. Compound meters from each edition are different. 4. Each edition mainly uses single beats. Music Tempos 1. Tempos’ characteristics from each edition are very different. 2. Nan-I favors in “language tempos.” 3. Kang-Hsuan favors in “language tempos.” 4. Han-Lin favors in ‘rhythms creativity.” In conclusion, researchers have proposed suggestions to textbook editors, educators and the following researchers respectively,and hope to offer conferences for editing, educating and researching in the future.

APA, Harvard, Vancouver, ISO, and other styles

42

Chen, Jo-Hsi, and 陳若曦. "Content Analysis of Melodic Characteristics in the Song Materials of Elementary School Music Textbooks." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/kpa6n7.

Full text

Abstract:

碩士
國立臺灣師範大學
音樂學系
105
The purpose of this study was to analyze and to compare song materials of elementary school music curriculum textbooks. The first to second grade of life curriculum textbooks and the third to fourth grade of arts and humanities textbooks, were used as research subjects, including Kang Hsuan and Han Lin publishers, which were approved by the Ministry of Education. The research method of “content analysis” was used to analyze and compare the melodic characteristics in the song materials of each learning stage of elementary school by using self-desinged instrument which includes voice part structure, range structure, and tune structure. Major conclusions of this study were as follows: 1. About structural voice part of singing materials, three learning stages were based on monophonic song. Polyphonic song and homophonic song were gradually added with two-part for the majority in the second and third stages. Therefore the song materials in the form and number of parts were gradually diversified. 2. About structural range of singing materials, the interval between song range and tessitura in three learning stages was between one to four semitones. The range width was incremented by stage. The lowest pitch of the range was gradually increased or unchanged by stage, and the highest pitch of the range was gradually increased by stage. 3. As regard to the structural tuning of sing materials, three learning stages were mainly major scale. Song length was nine to sixteen bars, one-part form for the majority. In terms of the structural interval, there was a general increase in diversity by stage. Finally, based on the research findings above, the researcher proposed relevant suggestions to music teachers, textbook editors, and future research studies.

APA, Harvard, Vancouver, ISO, and other styles

43

Whitaker, Jarrett Reid. "Transitioning from textbooks to online instructional materials : a study of perceived urban principal leadership styles that impact teacher concern in using a standards-based online curriculum management program for teaching science." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5027.

Full text

Abstract:

A number of technologies have been in use in the science classroom; however, their effects on teacher instruction and student achievement also remain under researched (Parks & Slykhuis, 2008). In addition, there is a need to study leadership styles with regard to teachers implementing the use of online resources as core instructional materials. Thus, the concern of this transition, as mandated by Texas Senate Bill 6, from using textbooks in the classroom to online instructional materials, will have a profound impact on teaching and learning in the classroom. This study looked at the types of concerns teachers exhibit when going through this transition as well as the perceived principal leadership styles that facilitate, support, or hinder these concerns. An ex post facto, non-experimental quantitative methodology was used to conduct the study. Two valid and reliable evaluation instruments were used to gather data including Hall and Hord’s (2006) Stages of Concern Questionnaire and Burn’s (1996) Multifactor Leadership Questionnaire. Both of these surveys were administered to the identified sample of Texas middle school science teachers using an online science curriculum program to teach the state science standards as the primary instructional resource. A regression model and analysis of variance (ANOVA) statistical model was employed to determine which specific stage of teacher concern, with regard to adoption, was significantly correlated to a principal leadership style or behavior. The findings suggest that while no significant correlation exists between a teacher’s specific stage of concern when focused on how the innovation influences one’s self or task of teaching, there is a significant correlation between perceived principal transformational leadership actions and the impact of the curriculum on team collaboration. In addition, a correlation was found between a teacher’s perceived transactional leadership style of his or her principal and the use of the online curriculum program’s effect with regard to student impact and adaptability concerns of the teacher. The outcome of the study provides a lens from which to view how different leadership styles of principals impact the way teachers relate, use, adapt, and implement new online curriculum systems as a primary resource to teach science in his or her classroom in Texas and how it directly effects student achievement.
text

APA, Harvard, Vancouver, ISO, and other styles

44

Bohatá, Květoslava. "Zpracování učebního textu odborného předmětu Poradenské služby pro 4. ročník studijního oboru Kosmetické služby." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-379422.

Full text

Abstract:

I have chosen " Process of teaching texts" as the main topic of my diploma thesis. It is a study support and also materials for professional training of the study branch cosmetic services. Lack of these curriculum documents makes hard both for the students and teachers of the professional training. In lessons they use teaching texts which are prepared by the teachers. These texts are copied for the students or the students make notes from these texts to their exercise books. This teaching style is financially demanding for the teachers and students. The students often loose some sheets with the texts and so it is quite difficult for them to continue in their learning. My aim is to prepare complete teaching material according to the study plan which can be used for the education and also as a study material for the students. There are lots of new methods, technologies, products in the field of cosmetics. It would be a problem for the publishers to update the textbooks. Maybe that is the reason that these textbooks are missing at the market. KEYWORDS Textbooks, textbook functions, parameters, teaching materials, textbooks, school educational programme

APA, Harvard, Vancouver, ISO, and other styles

45

Sue-Ling, Yeh, and 葉素菱. "Content Analysis of the Taiwan History Materials in the Elementary Social Studies Learning Area Textbooks." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/72366910990863651461.

Full text

Abstract:

碩士
國立花蓮教育大學
國民教育研究所
94
Content Analysis of the Taiwan History Materials in the Elementary Social Studies Learning Area Textbooks By Sue-Ling, Yeh Abstract According to the social studies learning area in the stage three（grade 5th and grade 6th）of the Grade 1-9 Curriculum, the students’ learning focus on Taiwan history which correlated to transition matters such as politics, society, culture, economics and so on. Taiwan history curriculum which is structured from “chronology” head line has become an important material that brings the students to realize the changing of Taiwan from past to nowadays. Furthermore, the textbooks in elementary schools are the important medium of children’s education especially after the liberating of the textbooks editing system. Different private publishing companies may have differences in editing and selecting about content of materials. And those differences which reflect on the edition of Taiwan history knowledge contents would influence students’ historical concepts and thoughts directly. The study attempts to compare Kanshe Version, Nanyi Version and Hanlin Version of elementary social studies learning area textbooks to find out the differences of presentation methods and narration points in Taiwan history materials which are adopted by all versions. The methods of quantitative statistics, qualitative interpretation and interview examination will be adopted to discuss the emphasis on topic themes, features of figures, structures of text illustrations and categories of historical knowledge. According to the literatures and analytic results, the main findings of the study are synthesized as follows: 1. The editing principle of Taiwan history materials in all versions emphasizes on basic historical facts and propriety of students’ understanding. Under the examining mechanism confining, stressing on following the Competence Indicators to draw the materials from texts is important. 2. All versions convey the ideas of biological resources protecting and maintaining in the edition of different topic themes. Kanshen Version tends to describe main points briefly while Nanyi Version and Hanlin Version tend to express detailed causation about the narration of historical events. 3. According to the rules of sequence and articulation, all versions have missed the edition of Chinese historical chronology in teaching material contents that it’s not good for students’ understanding of whole historical concepts. In addition, all versions discuss less about the disaster of economic development in industrial migration which is caused by the chaos situation of Taiwan politics. 4. The historical and cultural factors which are remained by Mainland China traditional culture and foreign force connect profoundly and closely with Taiwan local culture. All versions recognize that people should face the inheritance and innovation of culture with understanding, consideration and forgiveness mind. It is also the key point to promote fusibility of ethnic groups. Otherwise, Hanlin version describes the real situation of political, economic, social and cultural development between Mainland China and Taiwan, and it is worth to be approved. 5. Background factors of different periods and contexts are emphasized when all versions discuss about the figures’ behavior and influence of different fields in Taiwan historical development. And the contexts present the introspection of gender ideology. It is full of enlightment and meaning on the operation and transformation of gender equality subject materials. 6. All versions use approved words widely to describe historical figures. However, they could try to recount disputatious figures in material contents, and this may be helpful to cultivate students’ multiple thoughts and imagination. 7. All versions use generous visual photographs in material contents, but it still have to concern about the representativeness and appropriation. Otherwise, students may have difficult in assimilating partial abstract idea maps. And the using of comic illustrations will be an important medium in guiding students’ interests of historical learning. However, every version has more extended space in displaying the whole historical events or deep significances by the illustration contents. It should based on the degree of students’ understanding and appropriation of contents rather than stuffing full infinitely when using illustrations. 8. There are a lot of concrete declarative knowledge of chapters in all versions. Although teachers should digest procedural knowledge, the limitation of students’ capability and diminution of teaching hours make helplessness in the effect of doing history. 9. All versions display common points in guiding students to know about the period and space of Taiwan, and then to connect with their communities and environments meaningful. However, the external force of political ideology still becomes the main factor in affecting the powerlessness of teachers when discussing in class. According to the conclusions above, the study offers suggestions for future textbooks editing, teachers’ instruction and further study. Key words: elementary school, social studies learning area, Taiwan history materials, textbook analysis

APA, Harvard, Vancouver, ISO, and other styles

46

Lin, Yu-Chen, and 林余真. "Content Analysis on the Political Materials in the Current Social Studies Textbooks of Elementary Schools." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/31389043613396927356.

Full text

Abstract:

碩士
臺中師範學院
社會科教育學系碩士班
93
The purpose of this study is to investigate about quantity and content of the teaching materials on political science in the social studies textbooks of elementary schools. Content Analysis Method was conducted to analyze the life course textbooks volumes 1 to 4 and the social studies textbooks volumes 1 to 8 in Nine-year Integrated Curriculum (Knsh、Nani、Hanlin) . First of all, the related information were collected and discussed to establish the analysis items, and then the political teaching materials in the social studies textbooks were analyzed, including: quantitative analysis on the political teaching materials in the social studies textbooks, category statistical analysis on the political teaching materials in the social studies textbooks, qualitative analysis on the political teaching materials in life course, and qualitative analysis on the political teaching materials in the social studies textbooks. The results of the study showed as follows：一、 The political teaching materials in the social studies textbooks were found most in Nani, especially the textbooks for fifth-grade students. 二、 In life course, “Political Regime” appears most frequently in the textbooks; in social studies, “Government” appears most frequently in the textbooks. 三、 In life course, there is no significant difference on the political teaching materials among the three versions; they all focus on “political norm”, “social order”, and “political personage”. 四、 The political teaching materials on social studies contain “Political Community”, “Political Regime”, and “Government”. 五、 Among the three versions, Knsh and Nani conform to competence indicator best; the second one is Hanlin. Key words：Grade 1-9 Curriculum, social studies textbooks, political teaching materials, content analysis

APA, Harvard, Vancouver, ISO, and other styles

47

WU, I.-HSUAN, and 吳怡璇. "The Content Analysis of Algebra Materials in the Junior Mathematics Textbooks from Taiwan’s Different Periods." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/21092187873036091088.

Full text

Abstract:

碩士
國立屏東教育大學
數理教育研究所
102
The purpose of this study is to analyze and compare Taiwan's different periods mathematics textbooks in 74 version, 83 version of National-Edition, 89 version, 92 version of Nani, with "the algebra teaching”materials. Content analysis was used as method and mathematics problem was as unit to analyze the similarities and differences among them. The analytic categories were followed the definition of the contexts by Lesh and Lemon(1992),and the types of representations by Zhu and Fan(2006). The results indicate that, First, the 74 National edition and 92 Nan-I edition are knowledge-driven, 83 National edition to 89 Nan-I edition are problem-solving oriented. Second, in all four periods, the textbooks all contain complete and detailed examples problems. The 89 Nani edition has the fewest questions; after the implementation of the 9-year curriculum, more emphasis was placed on the need for practice. Third, the highest proportion in the four periods is “linear equations”. The 92 Nani edition uses more algebra concepts directly from materials in previous grades or elementary grades as motivation. Fourth, the presentation and arrangement of algebra concepts in 89 Nani edition compared with 74 National edition, 83 National edition and 92 Nani edition, are a semester later, and the 89 Nani edition substantially reduced each theme of algebra concepts. Fifth, in all four periods, emphasis was placed on “non-situational problem solving”. After the implementation of nine-year curriculum, there was an increasing trend in more problems with situation setup; most problems are expressed as “mathematical form” problems.

APA, Harvard, Vancouver, ISO, and other styles

48

Wu, Kuei-Jung, and 吳貴榮. "The content analysis of geometry materials in the junior mathematics textbooks from Taiwan’s different periods." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/06157457119752286141.

Full text

Abstract:

碩士
國立屏東教育大學
數理教育研究所
102
The purpose of this study is to analyze and compare Taiwan's different periods mathematics textbooks in 74 version, 83 version of National-Edition, 89 version, 92 version of Nani, with "the geometry teaching”materials. Content analysis was used as method and mathematics problem was as unit to analyze the similarities and differences among them. The analytic categories were followed the definition of the contexts by Lesh and Lemon(1992), and the types of representations by Zhu and Fan(2006). The results indicate that, first, the index pages from the four editions are presented differently, however, they are clearly mark each chapter, section and page numbers; even though the presentation is different, they are organized similarly to motivate the readers. Second, in all four periods, the textbooks all contain complete and detailed examples problem. The number of practice problems are more than the number of example problems, that indicate an emphasis on practice and mastering; After the implementation of the 9-year curriculum, more emphasis was placed on the need for practice. Third, the highest proportion in the four periods is “to identify, describe and define the physical plane geometry” and “geometric proof”; “Three-dimensional Graphics” questions do not appear in the 74 National edition; “Incenter, Circumcenter, and Orthocenter of a Triangle” does not appear in the “geometric proof” questions in the 89 Nani edition; the 92 Nani edition uses more geometric concepts directly from materials in previous grades or elementary grades as motivation. Fourth, in all four periods, emphasis was placed on “non-situational problem solving”. After the implementation of nine-year curriculum, there was a trend in more problems with situation setup; most problems are expressed as “combined form” problems.

APA, Harvard, Vancouver, ISO, and other styles

49

lee, chen-yen, and 李金葉. "A Content Analysis of the Angle-related Teaching Materials in the Elementary-School Mathematic Textbooks." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/84730775758464163979.

Full text

Abstract:

碩士
國立臺中教育大學
教育學系
95
The main purpose of the study was to compare the contents of teaching materials relating to the angle concept in different versions of elementary-school mathematic textbook. Four versions of elementary-school mathematic textbooks used in 2003 school year, namely, New-Ton, Nan-Yi, Kang-Sham, and Han-Lin, were included in this study. The arrangement of mathematic contents relating to angle concepts, the learning activities, and the pictorial illustrations of angle concept presented in the textbooks were analyzed. After analyzing and comparing different versions of the mathematic textbooks, the study had the following findings: 1. The angle-related concepts were arranged by all four versions of textbooks in the order of identifying angles from polygons, using angles to indicate the degree of opening, and then using angles to record the actions of rotation. 2. The order of angle-related concepts, the amount of posted questions, and the examples in comparing angular magnitude were mostly the same in the four textbooks. 3. In using protractors to measure the size of angles, measurement and estimation activities in the four textbooks were quite similar. The arrangement of activities for other concepts, however, did not have such similarity. 4. Most of the posted problems in the four textbooks were quite close to everyday life and diverse, except for the estimation of angle size. 5. In regards to the types of learning activities in the textbooks, manipulation and practice were the most popular activities. The percentages of these two types of activities were higher than those of observations, reflections, and discussions. 6. In terms of the types of angles presented in the textbooks, most of the angles were less than 180 degrees. For demonstration purpose, the protractor in the textbooks was usually placed horizontally in the illustration. 7. The counter-examples for angle-related concept presented in the four different versions of textbooks were quite rare. Lastly, according to the findings of this study, suggestions were made to the textbook writers as well as the following researchers for their reference.

APA, Harvard, Vancouver, ISO, and other styles

50

YONG, TING CHUNG, and 陳崇勇. "The Content Analysis of Fraction Materials in the Elementary Mathematics Textbooks of Taiwan and Malaysia." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/fs5sx9.

Full text

Abstract:

碩士
國立高雄師範大學
數學系
107
The purpose of this study was to compare the mathematics textbooks dealing with fractions used by primary students among Kang Hsuan textbooks in Taiwan and Mathematics for SJK(C) in Malaysia. This study applied the method of content analysis and the ‘question’ was used as the analysing unit. The finding of this study indicated that the textbooks in Taiwan presented a complete problem-solving process for each example task, while the one from Malaysia only offers a brief concept narrative for each example. Taiwan textbook have nearly twice the number of questions than textbook of Malaysia, so it provided students more learning opportunities. The instructional material of fraction accounts for the highest proportion of coverage in the 5th grade in Taiwan but 4th grade in Malaysia. With regard the topic coverage and concept presentation, the definition of fraction accounts for the highest proportion in Taiwan but addition and subtraction of fraction in Malaysia, both presented in spiral approach. Concept illustration and operation process were presented in Taiwan, but limited concept illustration in partial content in Malaysia. Most instructional span of fraction concept in Malaysia preceded the one in Taiwan; but most of the issues are arranged in a different sequence. Considering the approach to present questions, the proportion of the mathematical attribute and the procedural knowledge is highest in Malaysia, but they are equally distributed in Taiwan.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Materials Textbooks'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles