Dissertations / Theses on the topic 'School textbooks'
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Brehmer, Daniel. "Problem solving in mathematics textbooks." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27739.
Full textBrockway, Elizabeth Marie. "THE PORTRAYAL OF THE MIDDLE EAST IN SECONDARY SCHOOL U.S TEXTBOOKS." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174677061.
Full textKavaz, Sevim. "Analysis Of High School Physics Textbooks." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607693/index.pdf.
Full textopinions whether the 9th grade physics textbooks, used in TRNC (Turkish Republic of Northern Cyprus), possess the characteristics of an ideal physics textbook, and (3) to investigate how physics textbooks should be used and how they are being used. In this study, &ldquo
Physics Textbooks Evaluation Questionnaires&rdquo
, which were prepared for physics teachers, 9th grade students, National Ministry of Education book committee members, science education instructors and physics textbook writers separately, were used as measuring instruments. The study was conducted with 591 students, 18 physics teachers, 4 book committee members, 3 science education instructors in Magosa and LefkoSa cities in TRNC, and 4 physics textbook writers in 2005-2006 spring semester. The data were analyzed by using frequency analysis. Results revealed that most of the opinions of the participants matched with the literature review in terms of ideal physics textbooks characteristics. In addition, according to most of the textbook writers and book committee members, textbooks, that were analyzed, possessed most of the characteristics of ideal physics textbooks in the nine determined categories. However, according to most of the teachers&rsquo
and students&rsquo
opinions, analyzed physics textbooks possessed most of the ideal physics textbook characteristics in all categories except instructional approach category. Students&rsquo
views on usage of physics textbooks indicated that most of the teachers and students&rsquo
levels of using physics textbooks were almost similar. In addition, all groups of the participants stated that it is necessary to support textbooks with other sources.
Johnson, Gwendolyn Joy. "Proportionality in Middle-School Mathematics Textbooks." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1670.
Full textZorin, Barbara. "Geometric Transformations in Middle School Mathematics Textbooks." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3421.
Full textOzgeldi, Meric. "Middle School Mathematics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614448/index.pdf.
Full textuse of mathematics textbooks and examine their integration of tasks in the textbooks into teaching. The framework of a mixed methods research design guided data collection in this study. A questionnaire called the Use of Mathematics Textbooks Questionnaire was developed and validated to identify the ways teachers benefit from textbooks. The factor analysis revealed four dimensions, namely Reading Student Edition Textbook, Selecting Questions from Workbook, Reading Teacher Edition Textbook, and Selecting Tasks and Problems from Auxilary Books. The results of the study showed that teachers used the student edition textbook for mostly during class and for lesson preparation. Teachers also used the student edition textbook for explaining the topic and the introductory tasks. However, they rarely used it for selecting problems and examples. Teachers read the student edition textbook mostly during and prior to class
and mostly use it for topic explanation, but rarely for problems and examples. They stated that they frequently selected questions from the workbook that were not included in the textbook. However, they occasionally picked questions to use during lessons. They frequently used auxilary books to select questions similar to the ones in the high school entrance exam problems. In examining the process of teachers&rsquo
use of mathematics textbooks, it was argued that there were interpretive processes as teachers engage with and use textbooks. The analysis of interviews and observations showed that teachers read textbooks and select tasks and questions from those books. In their decisions about using tasks from textooks, teachers usually considered the nature of tasks and students&rsquo
characteristics.
Gibbs, Desmond Robert. "Victorian school books : a study of the changing social content and use of school books in Victoria, 1848-1948, with particular reference to school readers /." Connect to thesis, 1987. http://eprints.unimelb.edu.au/archive/00001321.
Full textKawano, Madoka. "An analysis of cultural contents of high school English textbooks in Japan." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26851.
Full textEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Wang, Sheue-shya. "A Content Analysis of School Reading Textbooks in Taiwan and in Texas." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278397/.
Full textAbbas-Nejad-Konjin, Anahita. "A gender analysis of Iranian middle school textbooks." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43597.
Full textKantartzi, Evagelia. "Sex role stereotypes in Greek primary school textbooks." Thesis, University of Hull, 2000. http://hydra.hull.ac.uk/resources/hull:8059.
Full textHarris, Carol. "Errors in South African secondary school mathematics textbooks." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/9684.
Full textSince 1960 various new topics were introduced into the South African mathematics syllabus for high schools. This was generally described as "New Maths". These topics were characterised by an emphasis on mathematical structure (set theory, groups, rings and fields, the construction of the real number system, relations and functions, vectors and mathematical induction). Textbooks that were published in South Africa during this time have been found to contain numerous significant mathematical errors, especially in connection with these new topics. This project has entailed the collection, classification and commentary on these problems. It has involved a study of a range of texts from Standards 6 to 10. The methodology utilised entailed reading as many maths textbooks as we could find in libraries such as Education libraries. Other sources of textbooks were from the library of the Mathematics Education Project (MEP)(of the University of Cape Town), private collections and second hand bookshops. Some misconceptions arise across a range of texts indicating that either a general misunderstanding has occurred or that authors have used one another's work in their research. We conducted a search for mathematical errors and not minor misprints, arithmetical slips, algebraic errors, mistakes in answers at the back of the book, spelling or grammatical mistakes.
Kostyuk, Nataliya. "Britishness from a linguistic prespective in school textbooks." Master's thesis, Universidade de Aveiro, 2007. http://hdl.handle.net/10773/2777.
Full textO presente trabalho teve como objectivo apresentar a nacionalidade britânica como um grupo étnico e cultural que possui uma herança histórica e tradicional e que tem representações fixas nas outras culturas onde a língua inglesa surge no curriculum escolar como língua estrangeira. O estereótipo da nacionalidade abrange muitas características que, recebidas através da língua, formam futuras atitudes em relação ao ambiente social e à comunidade da cultura materna. Os estereótipos culturais existem como resultado do conhecimento da cultura estrangeira através dos manuais escolares e também como forma de entender a outra cultura, pois antes de entrar em comunicação com “os outros”, a criança tem certas opiniões sobre pessoas que pertencem a outra cultura. Os alunos, quando trabalham textos sobre o povo británico e analisam outros tópicos ligados à nacionalidade britânica com a ajuda do professor, recebem a informação, armazenam-na e aplicam-na total ou parcialmente a qualquer pessoa britânica, evidenciando, assim, a informação que lhes foi fornecida. ABSTRACT: The present work has as its objective to focus on British nationality as an ethnic and cultural group that possesses a historical and traditional heritage. The stereotype of nationality includes a very wide range of characteristics that are expressed through the language and thus form attitudes towards the surrounding environment and community. Stereotypes are created because even before having any contact with another culture; children have already formed an idea of what that culture is. Information about “others” is very important in itself; important in terms of providing information about the other culture and responsible at the same time for further development of ideas in learners’ minds. Working with textbooks and analysing the texts about British people and their way of life or other topics linked to British nationality, learners fix the information, store it and are able to apply it in future to any person categorised as British thus expressing their awareness based on previous knowledge.
Muspratt, Alexander Walter, and n/a. "Representing Scientific Knowledge in High School Textbooks: a Corpus Study." Griffith University. School of Cognition, Language and Special Education, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060913.150726.
Full textMuspratt, Alexander Walter. "Representing Scientific Knowledge in High School Textbooks: a Corpus Study." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365592.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Full Text
Cannon, Megan N. "Prevalence of Typical Images in High School Geometry Textbooks." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6809.
Full textLi, Pui-lin, and 李佩蓮. "Evaluation of Hong Kong secondary school chinese history textbooks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957304.
Full textHasan, Maryam Mohammad. "Political socialization in Kuwait : a study of school textbooks." Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276532.
Full textKearsey, John Mark Benjamin. "The accessibility of school science textbooks to bilingual students." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10007407/.
Full textLi, Pui-lin. "Evaluation of Hong Kong secondary school chinese history textbooks." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833522.
Full textMcNaught, Melissa D. Tarr James E. "Implementation of integrated mathematics textbooks in secondary school classrooms." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6146.
Full textBinder, Ella. "World Englishes in Lower Secondary School Textbooks : A comparative study between a Polish and a Swedish Textbook." Thesis, Högskolan i Gävle, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29361.
Full textRyf, Andrea L. "Primary school textbooks in Zimbabwe, an analysis in social context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq25945.pdf.
Full textReynolds, Mary Jane. "School textbooks and teachers' choices : a contextualizing and ethnographic study." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/17551.
Full textThis study provides evidence that most teachers choose their class textbooks haphazardly and without evaluating them. As a result, bad textbooks are as likely to be chosen and to succeed commercially as good ones are. One consequence of this is that many publishers and authors continue to get away with producing bad textbooks. The study begins by describing the context in which school textbooks are chosen. It gives an overview of the textbook's role, and concludes that it is an indispensable part of an effective education system, especially where other resources are lacking. The study then considers the degree to which South African textbooks fulfil their roles; it concludes that most textbooks in schools are poor, many being incomprehensible to their audiences, but attention is also drawn to some positive textbook development that has taken place. The study next considers how and why so many poor textbooks have been selected by educators: it summarises the part played by education departments and publishers, and reviews the state of textbook evaluation as a discipline. It concludes that South African educators are poorly equipped to evaluate and select textbooks. Against this background, the study describes an investigation of how teachers select textbooks for their classes. The findings are that choice is haphazard and that evaluation, in the rare instances when it takes place, is usually unsystematic and superficial. In conclusion, the study recommends that research into textbook development is done to provide a theoretical framework for effective evaluation, and that training and other support in textbook evaluation for teachers is established to improve selection practices. The study hypothesises that the resulting demand from a broad base of well-informed textbook-selectors in schools will give authors and publishers a more powerful incentive than any other pressures can to produce materials that withstand systematic, critical and wise evaluation.
Simu, André. "Textbooks - An Outdated Tradition? : A Study of the Greatest and Most Common Problems with English Textbooks for Upper Secondary School in Sweden." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30692.
Full textGustafsson, Tova. "Acquiring Pragmatic Knowledge through Textbooks : Explicit Teaching of Speech Acts in EFL Textbooks in the Swedish Upper Secondary School." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-42573.
Full textGodkänt datum 2021-06-06
Vosloo, Barend Jacobus. "Designing an evaluation instrument for South African intermediate phase school textbooks." Thesis, University of Port Elizabeth, 2004. http://hdl.handle.net/10948/324.
Full textCoates, Martha J. "Indigenous and imported primary school textbooks in Belize, a comparative study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0004/MQ28410.pdf.
Full textAarnio-Linnanvuori, Essi. "Environmental issues in Finnish school textbooks on religious education and ethics." University of Helsinki, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27403.
Full textSantos-Bernard, Dora. "The use of illustrations in school mathematics textbooks : presentation of information." Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363652.
Full textRazzino, Marianne Pauline. "Environmetal Education in Mexico: A Content Analysis of Primary School Textbooks." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/32622.
Full textMaster of Arts
Juge, George Emory. "Left out: Exclusionary gender discourses in Swedish high school psychology textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33634.
Full textThe aim of this thesis is to identify discursive representations of gender in three different learning materials used in an introductory course to psychology on the high school level in Sweden. Methodology and theory come primarily from discourse analytical traditions and have also been informed by certain feminist theories. A systematic reading and coding of the text and images present in the materials led to the emergence of three themes: pronouns, norms, and difference. The thesis is a part of a degree in pedagogy, and the intended result of the analysis was to aid myself and other teachers of psychology, my specialization, in the development of norm critical pedagogy and didactics which foster a better understanding of marginalized people in our students. The findings were that the two psychology textbooks, Psychology 1 + 2a (Levander and Levander, 2012) and Mänskligt (“Human”) (Bernerson and Cronlund, 2017), have each addressed norms, including norms surrounding gender and sexual orientation, but have also acted to reify normative discourses in these areas. Mänskligt has done a somewhat better job of lifting and applying norm critique. The third material, Bryt! (“Break the Norm!”), is not a psychology textbook but a workbook in norm critique mostly consisting of exercises to be carried out in groups with the intention of facilitating understanding of norms and their consequences. My recommendation is to employ Bryt! as a supplement to the use of one or both of the analyzed textbooks in the classroom in order to offer our students a more thorough understanding of the ways in which norms, particularly the cis/heteronorm, act to negatively affect the mental health of marginalized populations such as members of the LGBTQIA+ population.
Vu, Phuong Anh. "Gender stereotypes in story textbooks for primary school students in Vietnam /." Oslo : Institute for Educational Research, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/pfi/2008/77612/vu_thesis.pdf.
Full textChen, Cian-Hao, and 陳謙豪. "Higher middle school convergence textbooks." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6n7e3f.
Full text中原大學
應用數學研究所
107
The purpose of this study is to explore the basic concepts that high schools need when they are not in the middle of the country, and to find out the basic concepts that are suitable for high schools. It is necessary to find basic concepts that are suitable for increasing summer vacations, mainly from polynomials, equations, and inequalities in mathematics. Factors and multiples of the important concepts and types. Therefore, in order to compare the scope of the curriculum of mathematics in the field of mathematics in senior high schools and middle schools, I compiled the textbooks for improving middle school mathematics in mathematics, including equations, linear equations, inequalities, exponents, factors and multiples. I hope that through this teaching material, students can understand the nature of mathematics problems. , And then students strengthen basic core thinking to improve the effect of high school mathematics learning. The results of the study are as follows: First, the basic textbooks for mathematics in the country can deepen Canadian education, and train students more specialized mathematics knowledge. Second, the researchers developed the middle school to increase the convergence of teaching materials, follow the Wei Gesky''s proposed Eagle Frame Learning Theory (ZPD), you can quickly increase the depth and breadth of students.
Huang, I.-Hsin, and 黃翊欣. "Comparison of History Textbooks between Taiwan and Japan ―based on high school textbook―." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9yfkf6.
Full text義守大學
應用日語學系
106
Many of the controversies over Japanese history textbooks have been a problem from the past to the present. The issue of history textbooks may also affect foreign relations, so China, South Korea, North Korea and other countries are very concerned about this issue, of course, Taiwan is the same. There are few studies comparing high school textbooks between Taiwan and Japan. Most studies in Taiwan are compared with China, while Japan''s research is mostly compared with South Korea and China. This study hopes to make a contribution to the research on Taiwan-Japan comparison. This research is not only the study of history textbooks, but the composition, change and history of historical textbooks are discussed. First,this study compares the differences in the form of textbooks between Taiwan and Japan, and also describes the differences in the composition of historical textbooks, then explains the contents of textbooks in Taiwan and Japan. Second, this paper will introduce the changes of Taiwan history textbooks and the contents and viewpoints of the previous Taiwanese history textbooks. Third, divide Taiwan''s history textbooks into three periods, comparing each period of textbooks to Japan-related events, analysis of the differences among the three. Last, this study not only introduces the common historical events between the two sides, but only one side has the written part. There have been several revisions to the contents of the history textbooks from the previous to the present, the number of contentious issues has become less.Some controversy has become less problematic because it has been corrected several times from the previous to the present of history textbook content. According to the analysis of this study,these differences is due to the two countries '' understanding of historical facts and the problems derived from different words.
Ollivier, Kelly Elaine. "Gender stereotyping in elementary school textbooks." Thesis, 1992. http://hdl.handle.net/2429/5381.
Full textHsu, Ya-Chiao, and 許雅喬. "EIL in Junior High School English Textbooks." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/44771317869932515341.
Full text國立中正大學
英語教學研究所
103
This study aims to investigate the concept of English as an international English (EIL) in Taiwan’s junior high school English textbooks in terms of how English is used in different situations. Three commonly used versions of textbooks (Kanshan, Nani and Hanlin) from grade seven to nine were examined to explore the nationality of main characters, contexts, types of English uses, and cultural content. Data were analyzed mainly based on Kachru’s (1985) three-circle model, which classifies regions where English is used as the native language as Inner Circle, places where English is spoken as a second language as Outer Circle, and areas where English is learned as a foreign language as Expanding Circle. The characters and contexts of language use were categorized as Taiwan or these three circles respectively. Moreover, the types of language use were analyzed by classifying English use as either an international or an intranational language. Finally, the cultural content was classified based on different cultural features presented in the textbooks. The results showed that the majority of the main characters in each textbook are Taiwanese along with two to three characters from Inner Circle countries. Most of the dialogues also occur in Taiwan, where English is used as an intranational language among Taiwanese or an international language between Taiwanese and foreigners, mainly Americans and other Asian people. Also, the cultural content is limited to Taiwan and Inner Circle cultures and tends to be knowledge-oriented. In other words, the junior high school English textbooks fail to demonstrate language uses in multilingual and multicultural contexts, especially contexts where communication occurs among non-native speakers of different nationalities, which is an increasingly recognized situation in this globalizing world. It can therefore be inferred that textbook writers seem to regard English as a language solely for native and non-native communications. Based on the results of this study, some pedagogical implications are suggested for teachers to incorporate an EIL approach in English language teaching. Key words: English as an international language (EIL), cultural content, three-circle model, English language teaching (ELT), junior high school English textbooks
Su-chang, Wu, and 吳愫娟. "A Study of the Continuity of Primary School English Textbooks to Junior High School English Textbooks in Hsin-Chu County." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/67284387904207324197.
Full text國立臺北教育大學
兒童英語教育學系碩士班
100
This study aimed to examine the English textbook continuity between two elementary school editions, NW and HI, and a junior high school edition IE respectively. The continuity is examined from three perspectives, vocabulary, sentence structure, and teaching activities. Data required for the study were collected through documentary analysis and content analysis. The findings of the study reveal that the NW edition surpasses HI edition in the continuity of vocabulary in terms of the transition from application vocabulary in the elementary school version to recognition vocabulary in the junior high school version. However, when it comes to the proportion of the total vocabulary that were introduced in the primary school version to that in the major content of the junior high school version, the result was opposite. . In the aspect of the continuity of sentence patterns between elementary school version and junior high school version , the present tense sentences and the imperative sentences, the largest amount of sentence patterns in the three versions of textbooks examined, occupy estimated 60 percent and 14 percent of the whole content respectively. The continuity of sentence patterns between the two elementary school versions and the junior high school version is appropriate. Teaching activities were classified into four categories: listen-and-speak, read, write, and body movement. Both elementary school versions, NW and HI, have higher proportions in listening-speaking than in reading, writing, which goes well with the principles of elementary school curriculum guideline. On the other hand, the junior high school version lays more emphasis on reading and writing. The junior high school version contains fewer body movement activities. Therefore, it is suggested that for better continuity more reading and writing activities are introduced to the higher graders and more body movement activities adopted in the junior high school English instruction. .
Dituri, Philip Charles. "Proof and Reasoning in Secondary School Algebra Textbooks." Thesis, 2013. https://doi.org/10.7916/D8KP88CG.
Full textHuang, Chiung-hui, and 黃瓊慧. "Gender Roles in Junior High School English Textbooks." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/51948727379969127902.
Full text國立中正大學
外國文學所
97
This study aimed to explore gender roles presented in junior high school English textbooks in Taiwan. Four sets of textbooks, Hanlin, Her Sheng, Kanshan and Nani, each consisting of six books from Book One to Book Six, were selected to analyze the presentation of gender roles. Content analysis was adopted to analyze gender stereotyping in the illustrations and texts. Both quantitative and qualitative research was done to yield comprehensive results. Quantitative analysis includes the frequency counts of male and female appearances, occupational roles and activities; qualitative analysis includes male and female occupational roles and activities. Finally, sexist language use in dialogues and readings was identified. The results showed that gender stereotyping was still present in the textbooks. In the distribution of illustrations, illustrations dominated by only males still outnumbered those with only females. The depiction of male and female occupational roles was stereotypical only with a few exceptions. As for the activities male and female participated in, males engaged in more outdoor activities than women did. On the other hand, women did more house chores and nurturing jobs. More and more attention was also paid to sexist language use in the textbooks; however, there was still room for improvement. It is suggested that further research investigate more versions of junior high school English textbooks. Students'' perceptions and responses and teacher treatment of textbooks with gender stereotyping might also be explored.
Chen, Li Ping, and 陳麗萍. "Design Rhetoric Teaching Digital Textbooks for Elementary School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/37863448418752188151.
Full text華梵大學
資訊管理學系碩士班
103
ABSTRACT As the era progresses, the technology turns the education field. Under the trend of digital learning, the traditional teaching makes a huge change. The digital teaching of mandarin field can make the teaching active and creative, and the multi-media teaching materials can make the students for diversified learning. Teachers are transformed from the role of active teaching into the guidance and assistance, while the students become a master of learning. Due to the popular of the mobile devices (smart phones and tablets) and the App programs can be downloaded conveniently; the teacher can use the teaching App in class to help the student to learn anytime and anywhere for mobile learning. This paper will explore the analysis regarding the rhetoric teaching and the transformation of teaching model. We analyze the Kang-xuan version of textbook of Chinese subject for third grader in the elementary school, then further design an App called “A tip on rhetoric” as the digital teaching materials. The MIT APP Inventor 2 platform is used to develop the App for Android. Teachers can use these teaching materials, to instruct the students for learning the rhetoric in the class. After the class, the students can use the mobile phone or tablet to download this application software and to learn using the digital teaching materials as the after-class supplementary study. After the students used this App completely, we give the study satisfaction survey for the teaching materials, the App teaching, and the after-class study. This survey can help us to testify these digital teaching materials and the designed App. Among 38 students in the class, 77% of the students feel that it can improve the interest of active learning. For the after-class study, 95% of the students are satisfied with this App. This teaching App can be used for class and after-class study. In Addition, the design and the implementation of this teaching App can also provide the reference for the teachers to develop another App.
Wang, Yun-Shan, and 王芸姍. "Gender Issues in Junior High School English Textbooks." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/13453323899525211701.
Full text國立中正大學
英語教學研究所
103
Abstract Gender Issues in EFL Junior High School English Textbooks By Yun-Shan Wang The present study aims to investigate if there is gender stereotype presented in junior high school English textbooks in Taiwan. Three series of textbooks were selected for analysis of gender issues, including Hanlin, Kangshan, and Nani, each consisting of six books from Book One to Book Six. Content analysis was adopted to analyze gender over-representation in textbook dialogues, sexist language, and occupational roles. Both quantitative and qualitative analyses were applied to yield more comprehensive results. Data were collected from areas including the amount of dialogues initiation, turns taken, and characters for male characters and female characters in junior high school English textbook dialogues for quantitative analyses. Also, the quantitative approach was further used to analyze the occupations for male characters and female characters in junior high school English textbooks. Moreover, sexist language presented in the three series of textbooks was identified. At the end, the qualitative analysis was further applied to analyze occupational roles for male characters and female characters. The results show that gender bias still exists in textbooks. As for textbook dialogues, the goal of equal learning opportunities still has room to be improved. Hanlin series and Nani series show over-representation on female characters while Kangshan series over-represents male characters. Regarding to the sexist language, the courtesy titles such as “Miss” and “Mrs.” and the use of suffix -man such as fisherman and businessman are still present in the three series of textbooks. In terms of gender roles, male characters have more diverse occupations than female characters. However, the occupational roles for male characters are not more prestigious than female characters. It is suggested that publishers should be made aware of the gender issues in junior high school English textbooks. In so doing, equal learning opportunities could be more likely to be guaranteed and gender-equality better achieved. Key words: Gender stereotype, gender equality
Lu, Ting-Ju, and 盧亭如. "Hidden Curriculum in English Textbooks of Elementary School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/08688637170818378310.
Full text國立嘉義大學
國民教育研究所
94
The study purpose is main to explore in students’ opinions about hidden curriculum in the English textbooks of elementary school and analyze contents in English textbooks of elementary school. And the way of study is content analysis English textbook and interview four teachers and eight students for understanding the textbook contents and students’ opinions about hidden curriculum in the English textbooks of elementary school. Finally, the study finds that students think most of western culture in the textbook, and express high socioeconomic status to reveal authority of high class; besides, in the textbooks hide stereotype of sex role, and students can’t adopt sex role to change a lot; therefore, students’ thinking is more conservative in sex role. At last, the study advises in the English textbooks of elementary school can edit under Taiwanese localization, consult low socioeconomic status students, and in sex-role side, teachers should guide students to understand the knowledge of gender education correctly.
Feng, Wei, and 馮韡. "ANALYSIS OF MODELS IN HIGH SCHOOL PHYSICS TEXTBOOKS." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/tsg4dt.
Full text國立彰化師範大學
物理學系
106
Abstract The purpose of this study is to explore the differences in the characteristics of scientific models in textbooks and the views of scientific models in different units. The research uses qualitative analysis content analysis method and quantitative analysis. The research object selects four mainstream versions of Taiwan high school physics textbooks. According to the textbook unit and scientific model definition, the textbook content is divided into six major units and 44 models. Then use the five aspects of the scientific model perspective for content analysis, each of which can be subdivided into three levels, supplemented by narrative statistics to present the scientific model of the textbook, to understand the scientific model perspectives in the textbook and to explore the characteristics of different units. The findings show four main findings about the textbook model: First, The highest proportion of "Purpose of models" in the textbook, the lowest proportion of "Nature of models" narrative. Second, the "Testing models" of the textbooks are particularly focused on the "LV2" narrative: comparing the model with the experimental results to judge whether the model is good or bad. Third, the atomic unit has the highest proportion of "Nature of models"; the thermal unit has the highest proportion of "Multiple models"; the optical unit has the highest proportion of "Testing models"; the highest ratio of force and motion units is "Changing models". "narrative. Fourth, the optical unit has more model views of "LV3". The characteristic is to use the model as a predictive tool to help build knowledge; the fluctuation unit has more "LV1" model views. The characteristic is to use the model to describe the appearance and treat the model as A copy of the entity. All in all, this study analyzes the model view expressed in the textbooks of high school physics textbooks, and also confirms the differences in the characteristics of different units. This study suggests that textbooks should be written with a larger narrative of the Nature of models and incorporate different levels of scientific model perspectives for different units. Effectively improve students' learning and use of scientific models. Key words: scientific models, the views of models in science, textbook
Tsai, Hsin-Jung, and 蔡欣蓉. "Multimodal Discourse Analyses of Junior High School English Textbooks in TaiwanMultimodal Discourse Analyses of Junior High School English Textbooks in Taiwan." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/35018439084036472840.
Full text國立臺灣師範大學
英語學系
104
The increasingly integrative employment of multimodal semiotic resources to project meaning has become a norm in contemporary communication. Textbooks, like many other materials, have been more multimodal due to the prevalent use of both textual and visual semiotic modes. Over the past few decades, the concept of multimodality has been an area of expanding research interest and multimodal discourse analyses of various materials have been conducted. However, limited research examined the ways textual and visual resources work conjointly to construct various dimensions of meaning in multimodal texts. Since meaning is simultaneously encoded in ideational, interpersonal and textual meaning, a more integrated approach to analysis is required. Additionally, most English textbook analyses in Taiwan have been mono-modal, tackling texts or images only. There has been a lack of pedagogical attention to visual-textual complementarity in English textbooks in Taiwan. Therefore, the present study aims to explore to what extent intersemiotic ideational and interpersonal complementarity are achieved in Book 5 of Joy and Kang-hsuan junior high school English textbooks and compare the difference between the degrees of complementarity of these two dimensions of meaning. Totally 18 texts were collected. Kress and Van Leeuwen’s (1996) Visual Grammar was employed to conduct visual analyses, Halliday’s (1985, 1994) Systemic Functional Linguistics (SFL) was utilized to do textual analyses and Royce’s (1999) intersemiotic complementarity was further used to combine the visual and textual analyses. Each text underwent three phases of analysis: (1) intersemiotic ideational analysis, (2) intersemiotic interpersonal analysis and (3) comparing the degree of intersemiotic ideational and interpersonal complementarity. The major findings are summarized as follows: (1) Ideational meaning was found to achieve slightly higher degree of complementarity in Kang-hsuan edition. (2) Among the six sense relations, repetition was employed most frequently and no tokens of antonymy were found. (3) Similar to ideational meaning, the degree of interpersonal intersemiotic complementarity is higher in Kang-hsuan edition despite that the degrees in both editions are not high. (4) Comparison between the two dimensions of meaning demonstrated that ideational meaning has higher degree of complementarity in both editions than interpersonal meaning. (5) Genres may affect visual design and visual-textual complementarity. Based on the findings, some pedagogical implications are proposed: (1) Teachers need to go beyond traditional mono-modal curriculum and find potential integration of multimodality into English classrooms and their teaching repertoires. (2) Students’ multimodal literacy and multimodal communicative competence is suggested to be developed. (3) Textbook writers should devote due attention to visual design and strive to ensure the complementarity between the visuals and the texts. It is hoped that this study could inform a more comprehensive understanding of textual-visual complementarity, alternative multimodal approaches to language instruction and future textbook compilation.
Tseng, Fuhuei, and 曾富蕙. "An Analysis of Vocabulary Selection inElementary School English Textbooks." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/20311477131134287677.
Full text國立中正大學
外國文學所
96
This study aims to explore the current state of vocabulary selection in elementary school English textbooks in Taiwan. Four textbook series, each consisting of eight volumes, are selected. Three dimensions of vocabulary selection are explored: vocabulary size, vocabulary frequency, and vocabulary repetition. Findings are as follows. First, vocabulary size of all four series far exceeds the required 300 words by the Ministry of Education: two-thirds of the words are beyond the 300 word list, while one-third of the words are beyond the 1,200 word list; abrupt increases of vocabulary size appear from Book Four to Book Five. Second, when compared with the General Service List of English Words (GSL), about one-fourth of the words are beyond the high-frequency word list. Finally, only about 5% of the words are repeated in sufficient numbers for effective vocabulary learning; on the other hand, as many as half of the words occur only once in the four series. Based on the results, this study concludes that more attention should be paid to vocabulary size, selection of high-frequency words, and vocabulary exposures in vocabulary selection of elementary school English textbooks. In examining unexplored dimensions in vocabulary selection and deriving implications from the results, this study hopefully contributes to future improvements in the quality of English textbooks in Taiwan.
Ji, Meng-Yan, and 紀孟言. "Analysis of Junior High School English Textbooks in Taiwan." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/04567337860901204040.
Full text玄奘大學
外國語文學系碩士班
96
ABSTRACT The purpose of this study was to explore the content of junior high schools English textbooks in Taiwan to know the word frequency, the difficulty levels of the dialogues and the reading passages. The researcher also compared the difference among the textbooks. The three versions of English textbooks were collected as the data in this study, including Hot English by Han Lin-Joy, Go SuperTeens by Longman, and English by Kang Hsuan. Hopefully, the findings would serve as reference for evaluation and selection of English textbooks. The measurements utilized in this study included two sets of computer software, “frequency band” in Collins Cobuild English Dictionary (2003) and Lix formula (2003). The main findings are summarized as follows: (a) The trend of the distribution of the word frequency is similar among the three versions of English textbooks. The highest percentage of the two frequency bands, ◆◆◆◆◆ and ◆◆◆◆◇ is Longman version. (b) The distributions of the difficulty levels of the dialogs of each volume among the three versions are not very regular and stable from easy to difficult. The most difficult level of the dialogues is Kang Hsuan version. (c) The difficulty levels of the reading passages of each volume among the three versions all are distributed progressively. The highest difficulty level of the reading passages is Kang Hsuan version. Based on the findings, the suggestions are presented as follows: (a) The factors of the word frequency and the text difficulty levels should be taken into consideration when compiling English textbooks. (b) The word frequency and the text difficulty levels of each volume have to be arranged in a progressive way from easiness to difficulty. (c) The information about how frequent the words are and what difficulty levels of the dialogues and reading passages should be given in the introduction of English textbooks. (d) Before teaching new words or new articles, English teachers could analyze the word frequency and text difficulty levels by using the two sets of computer software, “frequency band” in Collins Cobuild English Dictionary (2003) and Lix formula (2003).
Wu, Hsin Yi, and 吳心怡. "Case Study of Elementary School Teacher’s Application of Textbooks." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/41888967091845337613.
Full text國立台北師範學院
課程與教學研究所
91
Case Study of Elementary School Teacher’s Application of Textbooks Abstract The purpose of this research is to investigate the application of textbooks among elementary school teachers. Questions wait to be answered are as follows: 1. How do teachers define textbooks? 2. How do teachers’ ideas of lessons affect the application of textbooks? 3. How do teachers apply textbooks in nine-year compulsory education? 4. How do textbook dealers’ accompanied services affect teacher’s application of textbooks? 5. How do teachers adapt to the conflicts between textbooks and their beliefs? This research collects data by means of observance, interviews, and analyses. Research subjects are two first elementary teachers in the school year of 2001. Research is focused on the application of textbooks in these two teachers teaching (Health and Physical Education are excluded). Results are as follows: A. Teacher’s point of views and the application of textbooks: a) They tend to believe that a lesson is textbook; most lessons are based on textbooks. b) Teachers expect to carry it out the way it was, but it’s hard to achieve. c) In different phases of teaching, the application of textbooks has a quite an impact on lessons. B. Teachers get insight into current program policy via the application of textbooks. C. The effect of textbook dealers’ accompanied service on the application of textbooks a) Free teaching aid does not have any impact on teacher’s application of textbooks. b) Teachers attain information related to the application of textbooks from textbook dealer’s magazines or Web sites. D. Teacher’s adaptation to conflicts derived from the application of textbooks a) In terms of beliefs regarding editing―no adaptation. b) In terms of activity design―teachers adapt to it. c) In terms of the length of lessons―the modifications of textbooks are made. d) In terms of the conflict derived from teaching concept―teachers take control over it. Based on the above results, this research gives some advice to teachers, the education authority, and researches related to the application of textbooks. Keywords:Elementary School Teacher , Application of Textbooks, Case Study
Yeh, Chih-wen, and 葉志文. "The Content Analysis of Senior High School English Textbooks." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/25731228925478953492.
Full text國立高雄師範大學
教育學系
91
The goal of this research is to analyze the content of English textbooks to know the vocabulary frequency, the difficulty of the reading, themes and paragraph précis. The researcher also discussed about the difference between textbooks. In this research, content analysis is adopted. The first thing is to research and refer to domestic and foreign documents and literature related to develop the measurements to analyze the content of senior high school English textbooks. Three versions of English have been analyzed: Far East version, Lung-teng version and NICT (National Institute for Compilation and Translation) version. The measurements applied in this study included “frequency band” in Collins Cobuild English Dictionary (1995), “Lix formula” by Bjornsson(1968) and “themes and paragraph précis form”. The results are as follows: 1.The vocabulary frequency is affected by theme and phraseology. Phraseology is the particular way in which words and phrases are arranged when saying or writing something. The vocabulary frequency between three versions is similar. The number of vocabulary in NICT version is more than the others. Far East version is more than Lung-teng version. 2.The difficulty of reading is affected by phraseology. Three versions are all from simple sentences to complicated sentences. Reading in NICT version is the most difficult. Reading in Lung-teng version is more difficult than reading in Far East version. In all versions, the readings about dialogue and stories are always the longest. The readings are always the shortest while the readings about the poems. 3.The form of themes in Far East version and Lung-teng version are different. There is one theme for one lesson in Far East version. And there is one theme for two lessons in Lung-teng version. The paragraph précis in three versions are different and hard to conclude. According to the conclusions, following are the suggestions: 1.Some technicalities should be designed carefully, or they could lower students’ motivation to learn English. 2.The difficulty between books should be from simple sentences to complicated sentences. The readings in lower grades should have more simple sentences than in older grades. The difference in books should be large to fit the need of senior high students. 3.The themes in English textbooks should be vivid and relevant to life in order to fit students’ learning process. And the paragraph précis should be connected with the themes to give students a complete conception about the lesson. 4.English teachers can choose the proper articles by Lix formula in their teaching. And Lix formula could also be the indicator of teaching designs and teaching methods.
Chen-Yi, Liu, and 劉貞儀. "Analysis of the Songs in Elementary School English Textbooks." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/64938171461659777977.
Full text南台科技大學
應用英語系
94
The study aimed to analyze the presentation of songs and to clarify their functions in TEFL throughout the elementary English textbooks. The subjects included 379 songs, 84 teacher’s manuals collected from 14 series, and the 14 publishers. The main findings were summarized as follows: 1. Fourteen series adopted most of the 40 themes in the NYICG except the issues of “famous or interesting people,” “gender equality,” “human rights,” and “science & technology.” 2. More than 99 % of the songs had the direct relationship with the units they belonged to. The majority of songs were composed of words in 1200 wordlist attached in the NYICG. 3. Only three series compiled the singing materials from easy to difficult according to different learning stages. The majority of songs (71%) were composed of the same difficult level of Type-Token Ratio (TTR) ranged from 0.11 to 0.30. 4. The forms of the 379 songs were suitable for children’s English learning. Most of the songs had a slower rate than the normal speech; 100% of the songs had some repeated vocabulary and specific structures; 99.5 % of the songs were rhymed, and the songs sung by children had the highest proportion (45%). 5. Ninety-nine point two of the songs were put in the end sections of the textbooks; which meant that most songs in the elementary textbooks served the function of review. 6. The lyrics pages, audio CDs and pictures cards were the most common and the most frequently used equipments in elementary English teaching. There was difference among 14 series in terms of teaching aids supplement. 7. In terms of the length for singing activities, almost half of the teacher’s manuals offered the flexibility in song teaching activities; another half of the 14 series provided the exact length for singing activities to teachers. 8. In terms of four-skill activities, the pronunciation practice activity was most used (297 songs/78.3%) in 14 series, while the least was the culture learning activity (10 songs/2.6 %). 9. The explanations and instructions in teacher’s manuals of 14 series were presented in two main styles: detailed or brief. The distinctive features of different series were significant.