碩士 / 國立臺灣海洋大學 / 環境生物與漁業科學學系 / 94 / Abstract
The purpose of this thesis divides three stages from the national government moved to Taiwan until now. It also discusses the marine concepts of the textbooks of the elementary and junior high schools. It presents as follows:
1. Marine Concepts
In the board of textbooks for elementary school students, the percentage of marine concepts is from 3.87% to 3.16%, then to 2.86%. In addition, in the board of textbooks for junior high school students, the marine concepts are from 3.63% to 3.36%, then to 4.28%. The proportions of marine concepts rise by no means after the martial law was rescinded. The slightly rise of Stage 3 in junior high schools is only because the subject - earth science.
2. Three Stages
(1) Stage 1
The marine industry has the largest proportion, and it occupies 1.3% in elementary school textbooks. On the other hand, 1.85% about the marine industry is described in junior-high-school textbooks. And the majority is about the marine traditional industry, like the introductions of fishery, the shipping industry, the shipbuilding industry, and so on.
(2)Stage 2
The proportion of marine science is the largest – 1.2% in primary textbooks and 1.59% in junior-high-school textbooks. Because of the subject - Biology is instructed in junior high schools, the introductions of marine biology increase, and no longer limits to the coastal and offshore industry.
(3) Stage 3
The proportion of marine science is the largest – 1.54% in primary school textbooks and 2.36% in the textbooks for junior high school students. The subject – Earth Science, causes the different percentages, is instructed in junior high schools, and the studying issues mainly focus on the protection of environment and the conservation of marine life.
3. Textbook Characteristics in each stage
(1) Stage 1: the national government moved to Taiwan
At that time, the government developed the economy vigorously, and treated the marine as an industry. The ocean resources were served for human needs; therefore, the government developed and utilized each item of marine resources.
(2) Stage 2
In this stage, the introduction of the marine was no longer limited to the industry. It also included the fishermen village construction on the land. The focus on Stage 1 was only about adequately fed and clothed, however, people sought to live in contentment in Stage 2. Also, the marine changed its role – from the angle with humanity, such as the enjoyment of the sight of the marine and the concerns about dangerous marine work, gradually, to be more tolerant and also started to develop the ideas that the seashore is suitable for extracurricular teaching.
(3) Stage 3
After the martial law was rescinded, the Taiwan society gradually hastens the multiplication, and the marine ecosystem leisure activities have increased. Also, people pay more and more attention to the marine environment and the biology. The marine resources used to be served for human needs, however, the marine has changed its role as the object needed to treasure and protect, the one which can’t be destroyed at will.
4. Detention of textbook contents
Usually, the curriculum standard and the summary make a change, and then textbook contents would be revised later. Also, the change of textbook contents is always behind the industrial development.
5. Textbook contents should be foresighted
The time before 1960 means marine agricultural primary products and product processing. From 1960 to 1980, marine industrial emerged its development during this period. After 1980, there have been different marine life experiences and marine industrial in an information society and in this high-tech time. However, from the textbooks, we are unable to see the whole developments of the marine industrial, as mentioned earlier. Therefore, textbook contents should be foresighted in order to instruct students in primary and junior high schools to confront the future society.
Regardless of the past marine concepts, or the present marine education, the authorities have been passive, and the authorities don’t have the basis to carry out the marine concepts and marine education. Furthermore, in present curriculum summary, regardless of the contents of ability index about water pollution, biodiversity, sustainable utilization, the contents of ability index are unclear and the widespread subject still has its enormous space. Basically, the present contents mainly focus on biology and the environment, instead of marine concepts. The marine concepts are not complete and not perfect so far.
| Identifer | oai:union.ndltd.org:TW/094NTOU5451021 |
| Date | January 2006 |
| Creators | Pei-Wen Fan, 范蓓玟 |
| Contributors | Kuo-Tien Lee, 李國添 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 150 |
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