The presentation of character strengths and virtues in the Chinese junior high school textbooks
| Autor: | HAUNG,BO-CHANG, 黃柏璋 |
|---|---|
| Rok vydání: | 2016 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 104 This study aims to discuss the character strengths and virtues applied in the K-12 curriculum. Methodologically, content analysis is conducted to analysis the junior high school Chinese textbooks over 1-3 years (6 volumes/ Han-lin press). Based on Silgman’s positive psychological classification, this research coded the content of textbooks into categories with the regard of the following research questions: 1) the distribution and presentation of the character strengths and virtues in the content of Chinese textbooks of the junior level (vol. 1 to 6)? 2) If there is any difference of each main categories and sub-categories in textbooks of each grade? 3) What describe characteristicof character and virtues in textbook?This study concludes： I) The textbooks, over volume one to six, of the Chinese textbooks of junior high level (Han-lin press) conveyed all the character of strengths and virtues according to the definition of positive psychology. Amongst those six categories, the presentation of ‘transcendence’ appeared most frequently, and ‘justice’ is the least. In the twenty-four sub-categories, ‘appreciation’ of beauty and excellent is the most frequent appeared item, while the ‘leadership’ is the least. In the six main categories of three grades, ‘transcendence’ appeared most frequently, ‘wisdom’ and ‘knowledge’ is the second, and ‘justice’ is the least. II) In each grade, appreciation of beauty and excellence is most frequent item in grade one and two, and ‘perspective’ is in grade three. Although the twenty-four sub-categories appeared in grade two, ‘fairness’ and ‘leadership’ were absent in grade one, and ‘forgiveness’ and ‘mercy’ absent in the three. According to the findings, the content Han-lin press junior high school Chinese textbooks represented the idea of value according to the theoretical perspective of positive psychology theory.Through interpretation,”wisdom and knowledge”will subdivision sixteen particulars:” Creative association”, ” Poetry Writing”, ”create entity”, ” alternative creation”, ”feel curious with nature or artificial environment”, ”feel curious with question and truth”, ”feel curious with internal and external of others or own”, ” respect each other”, ” multiple reflections”, ” mood change”, ”spirit of love learning”, ”love learning knowledge”, ”love learing skill”, ”give recommendation”, ”matter of fact”, ”quote classics”;”courage”will subdivision thirteen particulars:” sincere others”, ”speak really”, ”be responsible for things”, ” biaoliruyi”, ”not afraid of threat,challenge,difficult and pain”, ”brave speak really”, ”doing right things”, ”spirit of perseverance”, ” perseverance of skill”, ” Perseverance of life”, ”importance of zest”, ”doing things with zest”, ”empathy” ;”humanity and love”will subdivision eight particulars:”love of family”, ”love of friendship”, ”love of love”, ”kindness with specific object”, ”kindness with non-specific object ”, ” inhuman kindness”, ”aware own feeling and savoir-faire”, ” aware others feeling and savoir-faire”,; ”justice”will subdivision seven particulars: ”enforce the law fair”, ” equitable distribution”, ”leaders mind”, ” autocratic leadership”, ” value Leadership”, ”from cooperation to teamwork”, ”teamwork”; ”temperance”will subdivision twelve particulars:”spirt of forgiveness”, ”forgive others”, ”spirt of humble”, ”humble speech”, ”humble act”, ”humble with spirituality”, ”spirit of prudence”, ” prudence speak”, ” prudence think”, ” prudence act”, ”constraint own feeling”, ” constraint own act”; ”transcendence”will subdivision twelve particulars:”beauty of substance or nature”, ”appreciate skill and wisdom”, ”express virtues and moral goodness”, ”personal gratitude”, ”transpersonal gratitude”, ”self expectations”, ”expecte others”, ”express funny”, ”give person laugh”, ”think positive”, ”sincere”, ” spiritual growth”. Nevertheless, those contents still have grey area which enable teachers to interpret those flexibly. Perhaps, teachers can guide students to think about the content in a critical way which is beyond the official expectations; simultaneously, this is also the risk challenging the efficiency of virtue education expected by the state. Keywords：The textbook of junior high school, character strengths and virtues, content analysis. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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