碩士 / 國立臺灣師範大學 / 科學教育研究所 / 99 / The purpose of this study is to compare the differences in organization and presentation between science textbooks from Taiwan and Mainland China on Newton’s Mechanics at the junior high school level. Due to the limitation of time and resources, only the Kang Hsuan(康軒) version of integrated science textbooks from Taiwan and the People’s Education (人教) version of physics textbook from Mainland China will be used for comparison. This research attempts to analyze the similarities and differences of curriculum standards and curriculum syllabus in curriculum objectives and curriculum ideas between Taiwan and China. The analysis of the following parts are also included: the similarities and differences of curriculum standards and curriculum syllabus in the presentation of textbook, the similarities and differences of inquiry and process skill in the activity of experiment, the similarities and differences of the function of diagrams, and the similarities and differences of learning materials for students.
The research findings were as follow:
The Kang Hsuan edition had a more detailed description of science concepts. In general, it paid more attention to the discernment of factors in its experiments. It also paid more attention to the prior knowledge that was necessary in its content arrangement. Moreover, the diagrams appeared in more varieties that served different functions in the Kang Hsuan edition. However, its experiments were delineated more in a fashion similar to a cookbook. It touched less neither on the causes of scientific phenomena nor on applications of science to modern technology.
The People’s Education edition had a broader discussion on application of science concepts to technology. Its treatment of experiments was oriented towards guiding students to raise hypotheses, design experiments, analyze and interpret data as well as draw conclusions. Its exercises had more variation of item types. However, its order of content arrangement paid less attention to the prior knowledge of students. Moreover, its diagrams were more monotonous with limited pedagogical functions.
Nevertheless, the two editions did not differ much in terms of their presentation of science process skills and discussion of science concepts.
As regards improvements that can be made in future editions of Taiwan’s textbooks, the following suggestions are made:
(1) The content materials should be rendered in such a way so that students are encouraged to think more independently for themselves. Relevant events from science history can be included in the extended reading section at the end of each chapter.
(2) Coverage on modern technology should be increased so as to enable students to understand how science can be applied in our daily lives.
(3) More practices should be included for students to draw force diagrams. In general, more exercises should be provided at the end of each chapter.
(4) The presentation of experiments in a cookbook manner should be kept at a minimum. Instead, presentation in terms of students generating hypothesis, designing experiment, analyzing data and drawing conclusion should be included. The latter format should become more prevalent in upper grades.
| Identifer | oai:union.ndltd.org:TW/099NTNU5231017 |
| Date | January 2011 |
| Creators | Wan Shu-yi, 萬淑宜 |
| Contributors | 譚克平 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 207 |
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