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台灣三套初中語文教科書的評議Criticism on 3 sets of Taiwanese junior secondary Chinese language textbooks,以新視窗打開

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(1)

 !"#$%&'()*+

Criticism on 3 sets of Taiwanese junior

secondary Chinese language textbooks



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Abstract

This study examines three sets of currently-used Taiwanese Chinese language textbook critically upon their compilation

and selection. Evidence is drawn from system theory, cognitive theory, subject theory, ability construction theory and

curriculum theory. The result of the study shows that units of all the three sets of Chinese language textbooks are

generated from ideas of daily living. However, no proper integration of units has been made. For the learning units, no

clear instruction has been given to disseminate the designated language skills learned. Meanwhile, follow-up activities

for units and utilization of diversified language teaching are two important areas which lack sufficient description. It

would be highly likely to be more reasonable for the learning units arranged according to the language ability and

skills.

Keywords

(2)

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