published_or_final_version / Education / Master / Master of Education

作者 區潔珍 = Curricular content and modernity : a comparative study ... / 稿本(電腦打印本) / Thesis (M.A.)--香港中文大學. / Gao ben (dian nao da yin ben) / Includes bibliographical references (leaves 200-209). / zuo zhe Ou Jiezhen = Curricular content and modernity : a comparative study ... / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章 --- 導言 / Chapter 第一節 --- 教育與現代化 --- p.1 / Chapter 第二節 --- 硏究問題與硏究立足點 --- p.3 / Chapter 第二章 --- 文獻引述 / 引言 --- p.5 / Chapter 第一節 --- 課程界說 --- p.6 / Chapter 第二節 --- 意識型態與課程 --- p.8 / Chapter 第三節 --- 當代社會變遷理論的輪廓 --- p.13 / Chapter 第四節 --- 現代化與現代性 --- p.23 / Chapter 第五節 --- 傳統、傳統性與傳統性社會 --- p.27 / Chapter 第三章 --- 硏究設計 / 引言 --- p.39 / Chapter 第一節 --- 硏究目的 --- p.31 / Chapter 第二節 --- 硏究對象 --- p.33 / Chapter 第三節 --- 硏究工具 --- p.37 / Chapter 第四節 --- 研究方法與步驟 --- p.51 / Chapter 第五節 --- 先導硏究 --- p.56 / Chapter 第六節 --- 硏究限制 --- p.66 / Chapter 第四章 --- 港、台小學課程編制及教科書編纂的特色 / 引言 --- p.61 / Chapter 第一節 --- 課程編制 --- p.62 / Chapter 第二節 --- 教科書的编纂 --- p.74 / Chapter 第五章 --- 硏究結果與討論（一）： 港、台小學課本（國語、社會）的内容分析 / Chapter 第一節 --- 研究焦點與分析角度 --- p.76 / Chapter 第二節 --- 不同地區（港、台）的課本比較 --- p.81 / Chapter 第三節 --- 不同科目（國語、社會）的課本比較 --- p.90 / Chapter 第四節 --- 造成課本間出現差異與否的關鍵科目：台灣社會 --- p.188 / Chapter 第五節 --- 各套課本偏重的現代性與傳统性 --- p.108 / Chapter 第六章 --- 硏究結果與討論（二）： 港、台小學課本（宗教教育/倫理）的内容分析 / 引言 --- p.134 / Chapter 第一節 --- 香港宗教教育科課本内容分析結果 --- p.135 / Chapter 第二節 --- 台灣倫理科課本内容分析結果 --- p.144 / Chapter 第三節 --- 港、台宗教/倫理科課本内容分析結果比較 --- p.156 / Chapter 第七章 --- 總 結 / Chapter 第一節 --- 硏究結果綜述 --- p.157 / Chapter 第二節 --- 反思與建議 --- p.161 / 附 錄 / Chapter 一 226}0ةŒ --- 註釋 --- p.169 / Chapter ´二ةŒ --- 調˘¬問卷：課本採用表格 --- p.171 / Chapter ´三ةŒ --- 各有關課程的教學目標 --- p.172 / Chapter ´四ةŒ --- 硏究策略概要 --- p.179 / Chapter ´五ةŒ --- 研究結果有關附表 --- p.182 / Chapter ´六ةŒ --- 參考書目 --- p.200

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

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

Based on these research findings, policy implications for education bureau, school leaders and teachers, and suggestions for further research were addressed. / Textbooks have played an important role in teachers' work. Most of the teachers in mainland China used textbooks adopted by the local district authority, but there has been a huge research gap in empirical study on textbook use in mainland China. This study was guided by three major research questions: How do teachers use textbooks? How do teachers use textbooks in planning and making decisions about classroom teaching? How do different factors influence the use of textbooks? Adopting a qualitative approach of inquiry, this study involved seventeen teachers from three primary schools. Data was generated from participant observation, in-depth interview, and document analysis. / The discussion chapter uses theories of teachers' habitus. Teachers followed a certain set of routines when using textbook, gradually these routines had become a kind of habitus. Habitus became part of school context where primary education was characterized by exam-oriented tradition, trivialization of work, low status of teachers and conservatism. / The research findings suggested that teachers could be grouped into three different categories: dependent-type, adaptive-type and flexible-type. Teachers of different subjects exhibit different levels of dependence on textbooks, with the highest level of dependence among Chinese language teachers who follow closely an instruction routine of recitation. Mathematics teachers came next and then moral education teachers whose flexible teaching style was attributed to the fact that moral education was not an examination subject on a district wide level. Teachers of different age cohorts exhibit different levels of dependence on textbooks. Novice teachers depended on textbooks, while experienced teachers did not fall into a single category of dependence or adaptation. Those Chinese and Mathematics teachers who demonstrated the highest level of flexibility in using textbooks belonged to the intermediate stage between novice teacher and experienced teacher. / Why did teachers use textbooks in this manner? First, examination was a major factor which shaped the pattern of using textbooks. It was a deeply rooted factor because it was internalized as part of teachers' beliefs. Teachers of dependent-type and adaptive-type thought highly of examination, while teachers of flexible-type regarded examination merely as baseline of instruction. The latter had built their teaching styles on what they learned from educational research. School principals played the role of a "gate-keeper" during the process of teacher development and educational research. Another major factor that affected all teachers was the pre-existing condition and emergent behavior of their students. Comparatively speaking, teachers of flexible-type were more responsive to students' needs, and were more concerned about emergent behavior of their students. / 王世偉. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1912. / Thesis (doctoral)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 278-297). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Wang Shiwei.

published_or_final_version / Education / Master / Master of Education

University of Macau / Faculty of Education