The Content Analysis of Aboriginal Content in Children''s Picture Books of Elementary School and the Study on Non-aboriginal student''s Knowledge and Image of Aborigine in Elementary School
| Autor: | Jin-Chang Yu, 游進昌 |
|---|---|
| Rok vydání: | 2000 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 88 The purpose of this study was to investigate the aboriginal content in children''''s picture books as well as the effect of student''''s background on their knowledge and image of aborigine. This study was divided into two parts. The first part was the content analysis of aboriginal content in children''''s picture books of elementary school. The second part was the study of non-aboriginal student''''s knowledge and image of aborigine in elementary school. The population was the non-aboriginal students in elementary school in the region of chiayi. And this study used the way of stratified cluster sampling to select 576 samples form sixth graders in chiayi. The major conclusions of this study were as follows: 1. Most of children''''s picture books of elementary school were lack of the content of aborigine. Within the limit of children''''s picture books of elementary school, which contained the content of aborigine; those, published after 1991, had more aboriginal content than those, published before 1991, did. Regardless of times of publication, Children''''s picture books of elementary school, which contained the content of aborigine, gave undue emphasis to fairy tales, tribal history and economical life. 2. The children''''s picture books of elementary school were lack of the introduction of the aboriginal figures. Within the limit of aboriginal figures, the children''''s picture books of elementary school gave undue emphasis to the male. And most of the children''''s picture books of elementary school didn''''t mention the groups whom the aboriginal figures belonged to. 3. The non-aboriginal student''''s knowledge and image of aborigine in elementary school mainly came from social circumstances; and they got little information about aborigine from school circumstances. 4. The non-aboriginal students in elementary school had a smattering of knowledge of aborigine, but they had positive image of aborigine. 5. The non-aboriginal student''''s knowledge of aborigine in elementary school was influenced by many factors. As whole, non-aboriginal students in elementary school, with a mother of aborigine or higher socio-economic background, had more knowledge of aborigine than the others didn''''t. 6. The non-aboriginal student''''s image of aborigine in elementary school was influenced by many factors. As a whole, the non-aboriginal students in elementary school, with a father of Minnanren, a father of Mainlander or a mother of aborigine, had more positive image of aborigine than the others didn''''t. 7. In remote districts, the non-aboriginal students in elementary school, having aboriginal classmates, had more knowledge of aborigine and more positive image of aborigine than the other students, not having aboriginal classmates, did. But in city and ordinary districts, the non-aboriginal students in elementary school, not having aboriginal classmates, had more knowledge and more positive image of aborigine than the other, having aboriginal classmates, did. 8. The non-aboriginal students in elementary school had more knowledge of aborigine, and they had more positive image of aborigine, too. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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