Analysing Gender Representations in Textbooks of Chinese Language in Elementary School in Taiwan
| Autor: | CHOU CHEN CHU, 周珍珠 |
|---|---|
| Rok vydání: | 2015 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 103 This study aims to understand the practice conditions of gender equality education of textbook in the field of the elementary language learning, analyzing the contents of elementary Chinese textbook and elementary teachers' perceptions of the contents of gender equality education in Chinese textbooks’ contents. With three versions (Nan-Ye version, Kan-Shan version and Han-Lin version) of the elementary Chinese textbooks in academic year 2013 as one of its study objects, this study adopted the method of content analysis to check the analysis. Next this study conducted a questionnaire survey on elementary school teachers for gender equality education evaluation gauge of Chinese textbooks, cross probing the analysis results of the textbook contents: 1. The integrated gender equity education issues of three versions are similar in general. The total lesson number of each version is 166, Nan-Ye version 25 (15.06%), Kan-Shan version 24 (14.46%), Han-Lin version 22 (13.25%). 2. The points of view of the tested teacher's of Chinese textbooks are as follows: in " Gender Self Understanding", the degree of importance is 4.01, the degree of conformance is 3.63; in "Gender Relationship", the degree of importance is 4.00, the degree of conformance is 3.52, in "Gender Self Breakthrough and Physical Properties ", the degree of importance is 3.93, the degree of conformance is 3.63. On the whole, the performance of Nan-Ye version is better, the categories and types of integrated gender equality education issues are more diverse. 3. Teachers’ importance conceptions of ten evaluation gauge of gender equality education of Chinese textbooks are : in three categories of " Chinese textbooks can guide students to clarify the stereotyped gender role phenomenon", "the Chinese textbooks can guide the students to show themselves, and to interact with others on basis of equality " and "the Chinese textbook can elaborate multi-cultural gender relations ", there were significant differences between teachers' gender analyses: female teachers pay more attention to this issue than male teachers, the rest of other seven categories are no difference. 4. The cross analysis results of text contents analysis and the teachers’ questionnaire are as follows: textbooks are found presenting 55 times (the most times) in "Chinese textbooks text can conform to the standpoint of gender equality, avoiding gender-bias words,” the degree of importance of teachers is the highest (4.24), the degree of conformance is also the highest (4.07), both are consistent. The degree of importance of “the Chinese textbooks can expound on gender relations in cultural diversity” is the lowest (3.68), the degree of conformance of which is also the lowest (3.21), only five times it is rendered in textbooks contents, the degree of conformance of textbook analysis results is consistent with that of teachers evaluation, displaying there is a certain accuracy of teachers’ evaluation. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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