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頁籤選單縮合
題名 | An Evaluation of Cultural Load in Senior High School English Textbooks=新版高中英文教科書文化內涵分析及探討 |
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作者姓名(中文) | 葉潔宇; 向玉珍; | 書刊名 | 淡江人文社會學刊 |
卷期 | 35 2008.09[民97.09] |
頁次 | 頁119-140 |
分類號 | 523.748051 |
關鍵詞 | 文化知識; 英語教學; 文化活動; 文化教學; 文化覺醒; 英文教科書; Cultural activities; TESOL; Cultural awareness; Cultural knowledge; |
語文 | 英文(English) |
中文摘要 | 本文分析2006年出版之兩個臺灣高中最廣泛使用的英文教科書版本中的文化內涵。評量依據為Moran (2001)之cultural knowings framework,及教育部2004年頒布之普通高級中學「英文」課程綱要文化涵養與世界觀之基本能力和進階能力。 研究結果如下:(一)書中之文化以英美文化居多。(二)書中大部份的文化教學只重「事實呈現」,極少觸及文化觀點及文化覺醒。(三)書中鮮有活動與文化學習相關。文化學習活動多為收集資料及發展某些文化技能,少有發現原因及文化覺醒。(四)這二套書達到課程綱要大部份文化指標。 最後,研究者對英文教師、師資培育機構、教科書編輯及出版社提出建議。 |
英文摘要 | This study analyzes the cultural load of the two most popular sets of high schools English textbooks (from volume 1 to volume 3). The analysis is based on Moran's (2001) cultural knowings framework. Each lesson in both sets is also checked against the cultural objectives in English Curriculum Guidelines for Senior High Schools 2004. There are four major findings in the study. (1) The foreign cultures mentioned in both sets of textbooks tend to focus on American and British cultures. (2) Most of the cultural content in both sets is "facts-only" information. (3) Only a few activities in the textbooks are related to cultural instructions, and most activities center on gathering cultural information and developing skills, rarely on discovering explanations and self-reflection. (4) The two sets of English textbooks achieve most of the cultural objectives in English Curriculum Guidelines for Senior High Schools 2004. Finally, some suggestions are provided on the basis of the findings in this study. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。