a study on the perspective of global citizenship education in...

Honours Project_Ng Tsz Lok

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A Project entitled

A Study on the Perspective of Global Citizenship Education in General

Studies Textbooks (Upper Primary)

Submitted by

Ng Tsz Lok

submitted to The Education University of Hong Kong

for the degree of Five-year Full-time Bachelor of Education (Honours)

(Primary) (A5B058)

in May 2017

Supervisor: Dr. CHONG King Man, Eric

Student Name: Ng Tsz Lok

Date Submitted: 12 May, 2017

Word Counts: 4745 words


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Declaration

I, Ng Tsz Lok , declare that this research report represents my own work under the

supervision of Assistant Professor from Department of Social Sciences Dr. CHONG King Man,

Eric and that it has not been submitted previously for examination to any tertiary institution.

Signed ______________________

Ng Tsz Lok

Date: 12 May, 2017


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A Study on the Perspective of Global Citizenship Education in General Studies

Textbooks (Upper Primary)

Abstract

Taking the challenges of the overwhelmingly increasing globalization into account, this

research aims to deal with the perspectives, including similarities and differences, of global

citizenship education of Upper Primary Levels (Primary 4 to 6) General Studies textbooks in

Hong Kong so that the development and trend of Hong Kong’s global citizenship education can

be analyzed with support of relevant literatures. Utilizing content analysis, a qualitative research

approach, frequency counts of keywords which are related to global issues appeared are studied

with a table of coding categories. The textbooks 《探究小學常識》written by Po (2015) and

《Z 世代新思維朗文常識(第三版) 》written by Lo and Lee (2015) are analyzed in order to

evaluate their attempts of equipping student’s knowledge and understanding required for the

increasing global problems the world faced nowadays.

According to the findings, the conclusions of the research are as follows:

1. The issues discussed in textbooks are not well-balanced that the textbooks mainly focus on

the problems in technology, and peace and security problems;

2. While the textbooks lack discussions over diverse global issues which teach significant

universal values; and

3. The global issues are particularly concentrated at a more senior level, especially in Primary

6 textbooks.

Overall, the textbooks mainly focus on global issues about technology, but not other

perspectives. And to a small extent, the content selections of thematic units about GCE in these

textbooks are in line with the current trend of globalization in education.


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Content Page

1. Problem Statements ......................................................................................................... 7-8

2. Literature Review .......................................................................................................... 8-15

2.1 Definition, Aims and Core Values of GCE .................................................................. 8-9

2.2 Emergence of GCE in the world ................................................................................ 9-10

2.3 Development of GCE in Hong Kong ........................................................................... 11

2.4 Difficulties in the Implementation ........................................................................... 12-13

2.5 Importance of Textbooks ......................................................................................... 13-14

2.6 Methodologies of Textbook Research ..................................................................... 14-15

3. Research Questions and Hypothesis .......................................................................... 15-16

3.1 Research Questions ...................................................................................................... 15

3.2 Hypothesis ............................................................................................................... 15-16

4. Methodology ................................................................................................................. 16-24

4.1 Research Method .......................................................................................................... 16

4.2 Research Targets ...................................................................................................... 17-18

4.3 Research Tool .......................................................................................................... 19-23

4.4 Research Limitations .................................................................................................... 24

5. Findings ........................................................................................................................ 25-30

5.1 Frequency Counts Comparison ............................................................................... 25-27

5.2 Level-based Comparison ......................................................................................... 28-30


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6. Discussion ..................................................................................................................... 31-34

6.1 Focus on Technology, and Peace and Security Problems ........................................ 31-32

6.2 Lack of Diverse Global Issues ................................................................................. 32-33

6.3 Issues concentrated at a more Senior Level............................................................. 33-34

7. Conclusion .................................................................................................................... 34-35

8. Suggestions ................................................................................................................... 35-37

8.1 Suggestions for Textbook Publishers ........................................................................... 35

8.2 Suggestions for Teachers .............................................................................................. 36

8.3 Suggestions for Future Relevant Studies ................................................................. 36-37

9. References ..................................................................................................................... 38-43

10. Appendices ................................................................................................................. 44-182

10.1 Data Collection of Po’s Textbooks (2015) .......................................................... 44-125

10.2 Data Collection of Lo and Lee’s Textbooks (2015) ........................................ 126-182


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List of Tables

Table 1: Chapters included in the Strand 6 ‘Global Understanding and the Information Age’ in

the textbooks written by Po (2015) and Lo and Lee (2015) ................................................... 18

Table 2: Table used for counting the frequency of relevant GCE keywords appeared in the

textbooks .............................................................................................................................. 20-23

Table 3: Frequency Counts and the related Percentages of Sub Categories in Upper Primary

General Studies Textbooks ....................................................................................................... 26

List of Figures

Figure 1: Frequency Counts of Sub Categories in Upper Primary General Studies Textbooks

.................................................................................................................................................. 27

Figure 2: Frequency Counts of ‘Global Issues’ in Different Levels of Upper Primary General

Studies Textbooks ..................................................................................................................... 29

Figure 3: Frequency Counts of Sub Categories of ‘Global Issues’ in Different Levels of Po’s

textbooks (2015) ..................................................................................................................... 30

Figure 4: Frequency Counts of Sub Categories of ‘Global Issues’ in Different Levels of Lo and

Lee’s textbooks (2015) ........................................................................................................... 30


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1. Problem Statements

In view of the increasing challenges of globalization, Global Citizenship Education (GCE)

inevitably has been implemented in Hong Kong in response to the overwhelming world

trend. General Studies, which has been established in Hong Kong since 1996, is the core

subject that mainly shoulders the responsibility for citizenship education in primary level

(Po, Lo and Merryfield, 2007).

In face of growing importance of GCE, General Studies undoubtedly has become a

platform to introduce relevant ideas in formal education. GCE, therefore, is integrated in

the formal curriculum of General Studies by adding a new learning strand, the Strand 6

‘Global Understanding and the Information Age’ (Curriculum Development Council

(CDC), 2002, 2011). This strand aims at helping students to be interested in acquiring

knowledge and skills about global issues so that their sense of being a global citizen and

caring attitude for global affairs can be developed. GCE hence begins to play a key role in

the teaching and learning of General Studies.

With a view to nurturing student’s ideas about global citizenship, textbook is important in

developing students’ relevant knowledge and understanding, skills, and attitudes and values

(CDC, 2011). There is no doubt that textbook occupies an essential place in the field of

education since it is the main content for teaching and acts as a medium to link up the


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teaching and curriculum (Fok, Ip, and Wong, 2010). For General Studies, currently there

are 6 sets of General Studies Primary textbooks (Upper Primary) issued by different

publishers, and they are all in the recommended textbook list issued by Education Bureau

(Textbook Committee, Education Bureau, 2016). However, the knowledge presented and

the way of presentation in different textbooks can be varied even they follow the curriculum

guide because publisher’s interpretations of relevant knowledge are different. It is thus

worthwhile to explore the perspectives of GCE in different General Studies Textbooks

(Upper Primary) and to what extent the content selections of the thematic topics about GCE

in textbooks are in line with the current global trend in education. In the meantime, there

are not many investigations about Hong Kong’s textbooks (Fok et al, 2010), so does the

content about GCE in primary textbooks. It is certainly significant to explore the

development of GCE in General Studies textbooks.

2. Literature Review

2.1. Definition, Aims and Core Values of GCE

The concept of global citizenship is emphasized in the world in view of the challenges

brought from accelerated globalization. There are numerous interpretations about the

meaning of global citizenship. Generally speaking, it means the recognition of a person

to be a global citizen. In a bid to inspire the new generation to think and live as active

global citizens who are willing to concern global issues and actively participate in


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international affairs (Schattle, 2010), GCE is therefore highlighted to be a platform for

facilitating the formation of student’s global citizenship (UNSECO, 2014).

According to Oxfam (2006), GCE enables students to acquire knowledge and

understanding, skills, and values and attitudes related to global citizenship. It is noticeable

that GCE also gives weight to active participation and responsibility so that world’s

justice and sustainability can be maintained. Through the education, students could have

a profound understanding of the major values for GCE, namely rights, justice, equality,

diversity, sustainability, dignity and respect, by learning the current global issues

happened in society, politics, environment and economics (UNSECO, 2014).

It is suggested that GCE should apply the pedagogical approaches which are learner-

centered, interactive, experience-based and culturally responsive independent in order to

facilitate students to grow holistic ethos in education (Merryfield, 1998, 2002; Richardson,

1979; UNSECO, 2014).

2.2. Emergence of GCE in the world

In an increasingly fast-changing, interconnected and interdependent world, a global

approach in teaching citizenship education is a mean to respond to the need for tackling

acute issues which are global in scope, such as human rights, wars and conflicts, global


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warming, etc. (Banks, 2004; Daives, 2006; Ghosh, 2008; Noddings, 2004). It was shortly

after the end of war era, the concept of ‘world citizenship’ became a moot point with the

establishment of the United Nations which has been expected to promote world peace and

disarmament (Schattle, 2010).

Different interpretations of GCE were introduced successively, for instance, International

Education, World Studies, Global Education, etc. to provide a more comprehensive

definition and understanding about GCE to the public. Numerous frameworks or

education models were also proposed to introduce the contents to be taught in GCE.

Scholars like Kniep (1986) and Merryfield (1997) valued global history and global issues;

while Cogan (1997) and Oxfam (2006) put much attention to critical thinking and

communication skills as they believed the relevant skills would favor student’s in

addressing possible global problems faced in a sophisticated, rapidly changing world

(Hsieh, 2011).

With the relevant knowledge and understanding, skills, and values and attitudes learnt,

GCE is expected to help students explore their universal human rights and corresponding

global responsibilities, as well as opportunities for active participation in global affairs

(Daives, 2008; Pike, 2008; Schattle, 2010).


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2.3. Development of GCE in Hong Kong

Globalization has brought a wave of reforms in education all over the world. Seeing the

global educational changes overwhelmingly, Hong Kong cannot but pay much more

attention to the development of GCE. In the primary level, CDC (2002) has integrated a

new learning strand ‘Global Understanding and the Information Age’ into the curriculum

of General Studies, a core subject which introduces the idea about citizenship to students.

Through enquiry and issue-based learning, students are expected to care about the global

issues, and understand and appreciate the people around the world and different cultures

(CDC, 2011).

According to Po, et al. (2007), Hong Kong curriculum development has timely responded

to the challenges brought from the rapid acceleration of globalization because the global

dimension has been strengthened in the General Studies curriculum. In terms of

knowledge and understanding, students study the global issues and the interdependence

among the world in order to nurture student’s responsibility and ability of self-

introspection; generic skills needed for GCE, including information technology,

communication, critical thinking and collaboration skills, are also highlighted for

facilitating students to deal with global and international problems (Hsieh, 2011).


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2.4. Difficulties in the Implementation

Although GCE has been included in the new curriculum of Hong Kong in view of the

accelerated globalization, there are inadequacies of the information about some universal

values and difficulties in the implementation.

Through GCE, students are expected to have a thorough understanding of universal

values, including rights, justice, equality, diversity, sustainability, dignity and respect,

which are important for the construction of a fair, harmonious global community

(UNSECO, 2014). Contradictorily, the information about some universal values such as

rights, justice and democracy were not addressed or inadequate in the curriculum (Po, et

al., 2007). Po, et al. (2007) believed that the curriculum officials may have different

interpretations about GCE since the development of nationalism is paid more attention

than globalization in Hong Kong after the handover in 1997.

Meanwhile, the pedagogy used is traditional. In the study of Po et al (2007), teachers

usually put emphasis on transmitting factual and non-controversial knowledge. Seldom

could students take their initiatives to have interaction, reflection and idea exchange with

teachers and schoolmates. Students developed their values and attitudes about GCE

mainly through inculcation, but not experiences. Yamashita (2006) also indicated that

some global controversial problems, like wars and conflicts, may be avoided since


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teachers had scruples in teaching and discussing negative issues. It would hinder student’s

discussion in class and understanding of the possible solutions for the related issues.

2.5. Importance of Textbooks

The design of textbook is based on the culture, ideology and political power of

mainstream social groups. The groups adopt textbook as a medium for delivering

mainstream cultures because it helps strengthen cultural hegemony by constructing a

common attitude and historical memory in textbook design (Crawford, 2004). Strictly

speaking, the discursive formation of textbooks can dominate over people’s thinking,

action and organization, and reflect people’s cognition towards the world during the

current era, all the social activities are hence defined and restricted (Chou and Cheng,

2011; Foucault, 1972). It shows that students are socialized to develop their sense of

citizenship by learning through textbooks.

Meanwhile, the role of textbooks is certainly important for both students and teachers in

terms of teaching and learning. Not only are textbooks regarded as teaching materials for

teachers, they are also considered as important study materials for students to prepare for

lessons and revision (Chou and Cheng, 2008). Besides, textbooks can enhance

interactions between teachers and students by providing information, arising student’s

interests and allowing their participation (Textbook Committee, Education Bureau, 2014).


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Textbooks can even be the major references of teachers when they need to prepare for

teaching since many teachers lack a comprehensive understanding towards the curriculum

development and have inadequate teaching materials (Chen, 2000). So if the textbooks to

a large extent are in line with the current trend of globalization in education, teachers are

therefore able to follow the content selections of textbooks to guide students in teaching

and learning.

2.6. Methodologies of Textbook Research

Both quantitative and qualitative research methods can be adopted for textbook research.

Quantitative research method can quantize educational phenomena that reveal the

highlighted key points in textbooks. The adoption of content analysis and survey are

commonly found in quantitative textbook research; while experiment is not often adopted,

but its result is more accurate and stricter (Chou and Cheng, 2008). In terms of qualitative

research method, it can help reflect the value and problems illustrated of textbooks.

Ethnographical study, discourse analysis, text analysis, etc. are the examples of qualitative

textbook research methods (Chou and Cheng, 2008). Although each research method has

its characteristics and limitations, the adoption of content analysis is mostly found in

textbook research (游美惠，2000). It is believed the procedure of quantitative content

analysis is clear which helps infer to the qualitative analysis of textbooks objectively (陳

吳煜, 2012).


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According to Chou and Cheng (2008), content analysis can be adopted through collecting

objective data to show the frequency of all concepts and ideologies appeared in textbooks,

its main research instrument is a set of categories. The category is applied for coding the

manifest content or latent content. The reliability of manifest coding is comparatively

higher since it can get an accurate, consistent number, but the problem is that it lacks

connotative meanings of the text. While for the latent content, its reliability can be

controversial, however, the implicit meanings of the text can be acquired.

3. Research Questions and Hypothesis

3.1. Research Questions

1) What are the differences in the perspectives of two publishers on the content selections

of thematic units about GCE?

2) To what extent are content selections of thematic units about GCE in GS textbooks

(Upper Primary) in line with the current trend of globalization in education?

3.2. Hypothesis

GS textbooks (Upper Primary) mainly focus on global issues about environment and

technology, but not other perspectives. To a small extent, the content selections of


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thematic units about GCE in the textbooks are in line with the current trend of

globalization in education.

4. Methodology

4.1. Research Method

This study analyses General Studies textbooks (Upper Primary) (teacher’s edition) in

Chinese version by the adoption of content analysis. The study focuses on frequency

counts of keywords which are related to global issues appeared in the content selections

of thematic units in the Strand 6 ‘Global Understanding and the Information Age’ in the

textbooks to process coding. GCE puts emphasis on student’s development of knowledge

and understanding about global issues before they can actively participate in international

affairs. By studying the current issues, it is also more relevant to the real-life experience

of students.

To begin with the study, researcher studies documents about the framework and pedagogy

of GCE published by CDC (2011), Oxfam (2006), UNESCO (2014, 2015), related studies

by Hsieh (2011) and Yang (2007), or other literatures relevant to GCE at lengths to

support for the formation of the coding table.


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4.2. Research Targets

Researcher studies 2 sets of General Studies textbooks (Upper Primary) (teacher’s edition)

in Chinese version which are recommended by Textbook Committee, Education Bureau

(2016) and edited according to the updated General Studies curriculum document (CDC,

2011). They are《探究小學常識》written by Po (2015) and《Z 世代新思維朗文常識

(第三版) 》written by Lo and Lee (2015). Among 24 textbooks written by the two

publishers, there are 17 chapters related to GCE referred to the following table.


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Table 1) Chapters included in the Strand 6 ‘Global Understanding and the Information

Age’ in the textbooks written by Po (2015) and Lo and Lee (2015)


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4.3. Research Tool

A table of coding categories is adopted to process coding. Frequency counts of keywords

which are related to global issues appeared are studied with a table of coding categories

formed referring to ‘the Global Problems’ table included in the knowledge category of

Global Education and coding table of GCE introduced by Yang (2007) and Hsieh (2011)

respectively. Also, given UNESCO’s document titled Global Citizenship Education

Topics and Learning Objectives (2015), some keywords related to the 10 sub categories,

including social justice and equity problems, global economic problems, population

problems, peace and security problems, ethnicity conflicts, religious problems, food

problems, problems in technology, ecological problems, and problems in hygiene and

health, are counted in the study. Table 2 is used to count the frequency counts of keywords

for the research.


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Table 2) Table used for counting the frequency of relevant GCE keywords appeared in

the textbooks


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23


24


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4.4. Research Limitations

Owing to the limited time and human resources, researcher can only analyze the content

selections of thematic units in Strand 6 ‘Global Understanding and the Information Age’

of Upper Primary (Primary 4 to 6) General Studies textbooks which display the relevant

concepts of higher difficulty levels. There are 6 sets of General Studies textbooks (Upper

Primary) (teacher’s edition) in Chinese version that are recommended by Textbook

Committee, Education Bureau (2016), yet, the research will only study the textbooks of

Po (2015), and Lo and Lee (2015) which are edited referring to the latest General Studies

curriculum guidelines (CDC, 2011).

Besides, the reliability of the study may not be flawless since researcher does the analysis

based on her own interpretation. In terms of the validity of the research, the research tool

is created based on the references of relevant overseas literatures, and suggestions from

project supervisor.


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5. Findings

5.1. Frequency Counts Comparison

As shown in the Table 3, the problems in technology have the highest frequency counts

in both textbooks. Po (2015) puts much stress on problems in technology than Lo and Lee

(2015) that the problems in technology account for 50.3% of frequency count percentage

in Po’s textbooks (2015) as in contrast to 40.3% of that in Lo and Lee’s textbooks (2015).

Similarly, they pay the least attention to the religious problems among the other global

problems. Po (2015) only focuses on religious problems with 0.2% of frequency count

percentage whereas Lo and Lee (2015) put a little more stress on the problems with 1.0%

of that. When the data are displayed in a bar chart, the big differences of frequency counts

among these two problems in both textbooks are shown in Figure 1.

The ranking of the top three sub categories with the highest frequency count percentage

in each textbook can be shown in Table 3. In Po’s books (2015), problems in technology

(50.3%), ecological problems (22.2%), and peace and security problems (11.2%) rank the

top three. In comparison, problems in technology (40.3%), population problems (16.3%),

and peace and security problems (15.8%) rank the top three in Lo and Lee’s books (2015).

In the meantime, the ranking of the top three sub categories with the lowest frequency

count percentage in each textbook can also be shown in Table 3. In Po’s books (2015),

religious problems (0.2%), food problems (2.0%), and social justice and equity problems


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(2.1%) and global economic problems (2.1%) rank the top three. Comparatively speaking,

religious problems (1.0%), global economic problems (1.1%) and problems in hygiene

and health (1.9%) rank the top three in Lo and Lee’s books (2015).

Main

Category

Book Name

Sub Category

《探究小學常識》

(Po, 2015)

《Z 世代新思維朗文常識》

(Lo & Lee, 2015)

Frequency

Count

Frequency

Count in %

Frequency

Count

Frequency

Count in %

全球

問題

Global

Issues

社會正義與公平問題

Social Justice and Equity

Problems

53 2.1% 219 11.4%

全球經濟問題

Global Economic Problems 54 2.1% 21 1.1%

人口問題

Population Problems 62 2.4% 313 16.3%

和平與安全問題

Peace and Security

Problems

286 11.2% 304 15.8%

族群衝突

Ethnicity Conflicts 87 3.4% 122 6.3%

宗教問題

Religious Problems 6 0.2% 19 1.0%

糧食問題

Food Problems 51 2.0% 52 2.7%

科技問題

Problems in Technology 1279 50.3% 777 40.3%

生態及環境問題

Ecological Problems 565 22.2% 63 3.3%

衛生與健康問題

Problems in Hygiene and

Health

102 4.0% 36 1.9%

總次數及總出現百分比

Total 2545 100.0% 1926 100.0%

Table 3) Frequency Counts and the related Percentages of Sub Categories in Upper Primary

General Studies Textbooks


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Figure 1) Frequency Counts of Sub Categories in Upper Primary General Studies

Textbooks

社會

正義

與公

平問

題

Social Justice

and Equity Proble

ms

全球

經濟

問題

Global Econo

mic Proble

ms

人口

問題

Population

Problems

和平

與安

全問

題

Peace and

Security

Problems

族群

衝突

Ethnicity

Conflicts

宗教

問題

Religious

Problems

糧食

問題

Food Proble

ms

科技

問題

Problems in

Technology

生態

及環

境問

題

Ecological

Problems

衛生

與健

康問

題

Problems in

Hygiene and Health


(Po, 2015)53 54 62 286 87 6 51 1279 565 102

《Z世代新思維朗文常識》

(Lo & Lee, 2015)219 21 313 304 122 19 52 777 63 36

0

200

400

600

800

1000

1200

1400F

requen

cy C

ount


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5.2. Level-based Comparison

The frequency counts of ‘Global Issues’ in different levels of Upper Primary General

Studies textbooks is shown in Figure 2 which is a line chart to favor the comparison and

the understanding of the trend of teaching relevant problems in Upper Primary levels. As

shown in Figure 2, both textbooks have a significantly increasing trend of teaching

‘Global Issues’ in Upper Primary level. The highest points of both lines are in the Primary

6 that the ‘Global Issues’ in Po’s Primary 6 books (2015) account for 1393 frequency

counts as in contrast to 1401 frequency counts of that in Lo and Lee’s Primary 6 books.

The frequency counts of both textbooks in Primary 6 are similar.

Despite having an obvious rise in the frequency counts with Primary 6 as the highest point

in the lines of both textbooks, the lines developed are different at first in the points of

Primary 4 and 5 as shown in Figure 2. In Po’s books (2015), the line firstly drops from

Primary 4 (620 frequency counts) to Primary 5 (532 frequency counts), it then rises

apparently to Primary 6 (1393 frequency counts). Slightly different from Po’s textbooks

(2015), the line of Lo and Lee’s books (2015) increases gradually from Primary 4 (204

frequency counts) to Primary 5 (321 frequency counts), it then rises clearly to Primary 6

(1401 frequency counts).


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Figure 2) Frequency Counts of ‘Global Issues’ in Different Levels of Upper Primary

General Studies Textbooks

When it comes to the distribution of frequency counts of sub categories of ‘Global Issues’

in different levels in two textbooks, most of the problems are taught in Primary 6

according to Figures 3 and 4. Likewise, even Primary 5 textbooks display relevant

concepts of global issues, the frequency counts on the problems in technology of both

books are particularly high as shown in Figures 3 and 4, the problems account for 523 out

of 532 frequency counts in Po’s Primary 5 books (2015); while in Lo and Lee’s Primary

5 books (2015), the problems account for 315 out of 321 frequency counts.

四年級 P.4 五年級 P.5 六年級 P.6


(Po, 2015) 620 532 1393

《Z世代新思維朗文常識》

(Lo & Lee, 2015)204 321 1401

0

200

400

600

800

1000

1200

1400

1600F

req

uen

cy C

ount


31

Figure 3) Frequency Counts of Sub Categories of ‘Global Issues’ in Different Levels of

Po’s textbooks (2015)

Figure 4) Frequency Counts of Sub Categories of ‘Global Issues’ in Different Levels of

Lo and Lee’s textbooks (2015)

社會正

義與公

平問題

Social Justice

and Equity Proble

ms

全球經

濟問題

Global Econom

ic Proble

ms

人口問

題

Population

Problems

和平與

安全問

題

Peace and

Security Proble

ms

族群衝

突

Ethnicity

Conflicts

宗教問

題

Religious

Problems

糧食問

題

Food Proble

ms

科技問

題

Problems in

Technology

生態及

環境問

題

Ecological

Problems

衛生與

健康問

題

Problems in

Hygiene and

Health

四年級 P.4 4 0 0 18 12 0 6 454 125 1

五年級 P.5 0 5 0 3 0 0 1 523 0 0

六年級 P.6 51 48 62 265 75 6 44 301 440 101

0

200

400

600

800

1000

1200

1400F

req

uen

cy C

ount

社會正

義與公

平問題

Social Justice

and Equity

Problems

全球經

濟問題

Global Econom

ic Problem

s

人口問

題

Population

Problems

和平與

安全問

題

Peace and

Security Problem

s

族群衝

突

Ethnicity

Conflicts

宗教問

題

Religious

Problems

糧食問

題

Food Problem

s

科技問

題

Problems in

Technology

生態及

環境問

題

Ecological

Problems

衛生與

健康問

題

Problems in

Hygiene and

Health

四年級 P.4 3 7 92 13 10 4 0 41 18 16

五年級 P.5 2 0 0 0 2 1 0 315 1 0

六年級 P.6 214 14 221 291 110 14 52 421 44 20

0

100

200

300

400

500

600

700

800

900

Fre

quen

cy C

ount


32

6. Discussion

6.1. Focus on Technology, and Peace and Security Problems

Hsieh (2011) indicated that Hong Kong’s GCE especially highlighted the issues about

environment, technology transmission and cultural biodiversity, but lacked issues about

wars and conflicts. Analogously, the data from this study reflects the problems in

technology, which are included in technology transmission issues, are also stressed in the

textbooks of Po (2015), and Lo and Lee (2015). Yet, it is contradictory that the issues

about wars and conflicts which are included in the part of peace and security problems in

this research are unexpectedly emphasized since the problems in technology, and peace

and security problems rank the top three sub categories with the highest frequency count

percentage in each textbook as shown in Table 3.

As a matter of fact, textbooks unavoidably lay stress on the problems in technology

considering the increasing use of Information and Communication Technology (ICTs) for

collaboration and learning in GCE (UNESCO, 2014). CDC (2011) even listed the

essentiality of teaching relevant technology issues to facilitate students in understanding

the means of ICTs and possible influences brought by advanced technology in a

globalized world. However, both textbooks have surprisingly paid much attention to

peace and security problems, which is different from the result of Hsieh (2011). The

emphases on peace placed by UNESCO (2014) and the importance of cooperation among


33

people to deal with global issues introduced by CDC (2011) have paved the way of the

highlight of peace and security problems in the textbooks of Po (2015), and Lo and Lee

(2015).

6.2. Lack of Diverse Global Issues

As discussed in section 6.1, the books of Po (2015), and Lo and Lee (2015) mainly

highlight the global issues about problems in technology, and peace and security problems.

To put it another way, both books neglect diverse global issues which show significant

universal values.

Bank (2004), Daives (2006), Ghosh (2008) and Noddings (2004) indicate that teaching

citizenship education in a global approach is a mean to respond to the need for dealing

with pressing global issues, human rights, racism, poverty, AIDS, to name but a few.

Through education, students could also have a thorough understanding of the major

values for GCE, including rights, justice, equality, diversity, sustainability, dignity and

respect, by studying the current global issues (UNESCO, 2014).

However, diverse issues, such as social justice and equity problems, ethnicity conflicts,

problems in health and hygiene, etc., have not been given due emphasis in Po’s (2015),

and Lo and Lee’s (2015) books. Hsieh (2011) also points out that discussions of global


34

issues, for instance, child labors problem, countries which ignore female education,

world’s hunger population problem, etc., are not addressed in Hong Kong’s General

Studies textbooks. The lack of discussions on related global issues may further hinder

student’s knowledge and understanding of the significant universal values for GCE, like

human rights, social justice, equality, sustainability, etc., which help to build the global

community (Po et al., 2007; UNESCO, 2014).

6.3. Issues concentrated at a more Senior Level

Although this research just studies the upper primary textbooks, there is no doubt that the

global issues are paid much attention at a more senior level, especially Primary 6, in the

textbooks of Po (2015), and Lo and Lee (2015). Comparatively speaking, Lo and Lee’s

books (2015) have a relatively positive increasing trend by adding issues about GCE step-

by-step in ascending levels as shown in Figure 2. As mentioned in section 5.2, still, the

frequency counts on the problems in technology of Lo and Lee’s books (2015) are

particularly high as shown in Figures 4. In other words, other global issues are indeed

lack of discussion in Lo and Lee’s Primary 5 textbooks (2015). Similarly, the same

situation is found in Po’s Primary 5 textbooks, the frequency counts of ‘Global Issues’

even drop at first from Primary 4 to Primary 5 (Figure 2).

The Primary 5 textbooks issued by both publishers reflect the lack of discussions over


35

diverse global issues, except problems in technology. It can be explained by the fact of

adding the knowledge and understanding of local history (Hsieh, 2011), since the

curriculum guides established by CDC (2002, 2011) have stressed the tie with China after

the Hong Kong’s handover in 1997. In this circumstance, Hong Kong education and

textbooks related to citizenship education have to adjust themselves due to the multiple

identity so that the pupils can be well-prepared for the future challenges and problems

brought from the accelerated globalization (Lo and Chong, 2015).

7. Conclusion

The findings of this study have shown the perspectives of GCE, particularly on the

discussion of global issues, in the Upper Primary General Studies textbooks of Po (2015),

and Lo and Lee (2015). Both books have included the global issues for students to study

the current problems so that students can be well-prepared for the future challenges brought

from the increasing globalization. For all that, the discussions over diverse global issues

are not well-balanced in these two books since the textbooks mainly focus on the issues of

problems in technology, and peace and security problems, and neglect the other global

issues which show significant universal values; global issues are, meanwhile, more

concentrated at a more senior level, especially Primary 6 as discussed in section 6.

It is hence partly true that ‘the textbooks mainly focus on global issues about environment


36

and technology, but not other perspectives’ since the ecological problems, which are about

environment, are given due emphasis on Po’s books (2015) while Lo and Lee (2015) put

less attention to this part. Still, both books stress on the problems in technology. Overall,

the content selections of thematic units about GCE in these textbooks, to a small extent,

are in line with the current trend of globalization in education which facilitates students in

understanding the significant universal values through studying diverse global issues.

8. Suggestions

Judging from the above, some suggestions are made for the textbook publishers, teachers

and future relevant studies.

8.1. Suggestions for Textbook Publishers

Although both textbooks have included global issues to help students understand the

current problems and challenges faced in the increasingly globalized world, the

discussions over different global issues are not given due emphasis except problems about

technology, and peace and security. It is suggested that the textbook publishers should

balance the issues involved in all categories which facilitate students in getting a

comprehensive understanding on universal values through learning diverse global issues,

but not just studying the problems in certain areas.


37

8.2. Suggestions for Teachers

Textbook is normally regarded as a reference tool for teaching in the perspective of

teachers. With regard to the findings above, however, the discussions about diverse global

issues in two textbooks are not well-balanced that teachers may not be able to teach the

significant universal values in different areas by referring to textbooks. Meanwhile, since

two textbooks were published in 2015 that the biggest problems in today’s world, for

instance Brexit, the increasing number of terror attacks, frequent earthquakes, refugees in

European Union, nuclear test operated by North Korea, etc. are not included in the

textbooks (吳英，2016). It is thereby suggested that teachers should not just rely on the

content selections of textbooks as the major references for teaching, it would be better if

they can teach updated global issues which help students understand the current global

situation and challenges the world faced nowadays.

8.3. Suggestions for Future Relevant Studies

This research only focuses on the study of global issues, which is a part of cognitive level.

Rather than just studying diverse problems the world faced, other parts of knowledge and

understanding, such as global interaction and connectedness, global systems and

structures, and underlying assumptions and power dynamics, can be investigated in the

future studies (UNESCO, 2015). With a view to having a more comprehensive result, the

relevant skills, attitudes and values, and participation and responsibility can be involved


38

in the further studies since these attributes are the key elements in GCE.

Besides, because of the limited time and human resources, researcher only studies the

General Studies textbooks in Upper Primary Level from two publishers. It is suggested

the future relevant studies can analyze all the textbooks recommended by Textbook

Committee, Education Bureau (2016). Future studies can also cover all the primary levels

so that more comprehensive findings can be acquired.

For the reliability of this study, it is also expected that the future studies can invite relevant

professionals to grade the reliability of the coding table for the analysis of textbooks so

as to enhance the reliability of the study.


39

9. References

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In J. A. Banks (Ed.), Diversity and citizenship education: Global perspectives (pp. 3-15).

San Francisco, CA: Jossey-Bass.

Chen, M. Y. (2000). The Construction of Evaluation Criteria and Weights for Social Study

Textbook in Elementary Schools (Unpublished doctoral thesis). National Taiwan Normal

University, Taiwan.

Chou, P. I. & Cheng, M. C. (2008). Methodologies on Textbook Research. Curriculum amp;

Instruction Quarterly, 11(1), 193-222.

Chou, P. I. & Cheng, M. C. (2011). Will Our Children Become Global Citizens? Discourse

Analysis on Social Studies Textbooks in Taiwan 's Elementary Schools from the

Perspective of Global Education. Taiwan Foundation for Democracy, 8(1), 1-45.

Cogan, J. J. (1997). Multidimensional citizenship: An executive summary of the citizenship

education policy study. Tokyo: Sasakawa Peace Foundation.

Crawford, K. (2004). Inter-Culture' Education: the Role of School Textbook Analysis in

Shaping a Critical Discourse on Nation and Society. Paper present at Pacific Circle

Consortium 28th Annual Conference, The Hong Kong Institute of Education, Hong Kong.


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Curriculum Development Council (CDC), Education Department (2002). General Studies for

Primary Schools Curriculum Guide. Hong Kong: Education Department.

Curriculum Development Council (CDC), Education Department (2011). General Studies for

Primary Schools Curriculum Guide. Hong Kong: Education Department.

Daives, L. (2006). Global Citizenship: Abstraction or framework for action? Educational

Review, 58(1), 5-25. doi:10.1080/00131910500352523.

Daives, L. (2008). Global citizenship education. In Teachers College, Columbia University

(Ed.), Encyclopedia of peace education (pp. 1-4). New York, NY: Teachers College.

Fok, P. K., Ip, W. H. & Wong, H. W. (2010). The Compilation of Textbook in Hong Kong –

Some Suggestions for Quality Advancement. Journal of Southwest University (Social

Sciences Edition), 36(4).

Foucault, M. (1972). The Archaeology of Knowledge. Trans. by Alan Sheridan. London:

Tavistock and New York: Pantheon.

Ghosh, R. (2008). The short story of women, human rights, and global citizenship. In A. A.

Abdi, & L. Shultz (Eds.), Educating for human rights and global citizenship (pp.81-95).

Albany, NY: State University of New York Press.


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Hsieh, H. T. (2011). A Comparative Study on Global Citizenship of Social Studies Textbooks

in Primary School between Taiwan and Hong Kong. Taipei Municipal University of

Education, Taipei, Taiwan.

Kniep, W. M. (1986). Defining a global education by its content. Social Education, 50(7), 536-

541.

Lo, J. T. Y. & Chong, K. M. (2015). Global citizenship education in the primary social

education curricula in Hong Kong and Shanghai: An intra-cultural comparative study. In

J. Harshman, T. Augustine, & M. Merryfield (Eds.), Research

in global citizenship education (pp. 137-162). Charlotte, NC: Information Age Publishing

Inc.

Merryfield, M. M. (1997). A framework for teacher education. Preparing teachers to teach

global perspective: A handbook for teacher educators. Edited by M. M. Merryfield, E.

Jarchow, and S. Pickert, Thousand Oaks, Calif: Corwin Press: 1-24.

Merryfield, M. M. (1998). Pedagogy for global perspectives in education: Studies of teachers’

thinking and practice. Theory and research in social education, 26(3), 342-379.

Merryfield, M. M. (2002). The difference a global education can make. Educational leadership,

60(2), 18-21.


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Noddings, N. (2004). Global citizenship: Promises and problems. In N. Noddings (Ed.),

Educating citizens for global awareness (pp.1-21). New York, NY: Teachers College

Press.

Oxfam. (2006). Education for Global Citizenship A Guide for Schools. Oxford, England:

Oxfam.

Pike, G. (2008). Reconstructing the legend: Educating for global citizenship. In A. Abdi & L.

Schultz (Eds.), Educating for human rights and global citizenship. Albany: SUNY Press.

Po, S. C., Lo, J. T. Y., & Merryfield, M. (2007). Problems and Practices in Promoting Global

Education in Hong Kong Primary Schools: A Case Study. Pacific-Asian Education

Journal, 19(1), 43-57.

Richardson, R. (1979). Learning for Change in World Society: Reflections, Activities and

Resources (Ed.). London: World Studies Report.

Schattle, H. (2010). Global Citizenship in Theory and Practice. In R. Lewin, (Eds.) The

Handbook of Practice and Research in Study Abroad: Higher Education and the Quest

for Global Citizenship (pp. 3-20). New York : Routledge ; Washington, D.C.:

Association of American Colleges and Universities.


43

Textbook Committee, Education Bureau. (2014). Guiding Principles for Quality Textbooks.

Retrieved from http://www.edb.gov.hk/en/curriculum-development/resource-

support/textbook-info/GuidingPrinciples/index.html

Textbook Committee, Education Bureau. (2016). Recommended Textbook List. Retrieved from

https://cd.edb.gov.hk/rtl/search.asp

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2014). Global

Citizenship Education, Preparing learners for the challenges of the twenty-first century.

Paris, France: United Nations Educational, Scientific and Cultural Organization.

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2015). Global

Citizenship Education Topics and Learning Objectives. Paris, France: United Nations

Educational, Scientific and Cultural Organization.

Yamashita, H. (2006). Global citizenship education and war: the needs of teachers and learners.

Educational Review, 58(1), 27-39.

Yang, M. H. (2007). A Study on the Perspective of Global Education in the Sixth-Grade

Elementary Social Studies Textbooks (Unpublished master’s thesis). Taipei Municipal

Teachers College, Taipei, Taiwan.

陳吳煜 (2012)：現職教師對教科書內容分析之初探，《南華大學社會學研究所》，106。

http://www.edb.gov.hk/en/curriculum-development/resource-support/textbook-info/GuidingPrinciples/index.html

http://www.edb.gov.hk/en/curriculum-development/resource-support/textbook-info/GuidingPrinciples/index.html

https://cd.edb.gov.hk/rtl/search.asp


44

游美惠 (2000)：內容分析、文本分析與論述分析在社會研究的運用，《調查研究》，8，

頁 5-42。

吳英 (2016.12.27) ：【年終盤點】 2016 年十大國際新聞，《大紀元》，檢自

http://www.epochtimes.com/b5/16/12/5/n8561843.htm

Textbooks used for analysis

(Lo & Lee, 2015):

羅天佑和李淑莊 (2015)：《 Z 世代新思維朗文常識》，香港：培生教育出版亞洲有限

公司。

(Po, 2015):

布森祖 (2015)：《探究小學常識》，香港：名創教育・新亞洲出版社。

https://l.facebook.com/l.php?u=http%3A%2F%2Fwww.epochtimes.com%2Fb5%2F16%2F12%2F5%2Fn8561843.htm&h=ATNQnvzyvLd9oSUWZk_029kuNZklWNzk0Z9OS7BMANIN6RPZ7n-WieJdwTEy-CGhZmOU7BMKM9nkoDBJdWxU_OE8vpJWLy153dnOjx0iu3U3b_FZ4HSb8EzDMSglRb5BFDzn8M3ZgQ


45

10. Appendices

10.1. Data Collection of Po’s Textbooks (2015)

書名 Book Title 《探究小學常識》

年級 Level 4

書冊 Subtitle 4B

課次 Chapter

單元一認識地球

課題二地球的幻變

課題三生活在地球

主題類目 Main Attribute 關鍵字

Keywords

次數

Frequency

Count

主類目

Main Category

次類目

Sub Category

全球問題

Global Issues

社會正義與公

平問題

Social Justice

and Equity

Problems

1. 人權內涵 Content of Human Rights：

a. 世界人權宣言

Universal Declaration of Human Rights

b. 兒童權利宣言/公約

Convention on the Rights of the Child

2. 全球性社會權利議題 Issues about Social Rights：

a. 權利 Rights

b. 兒童權利：發展權、受保護權、生存權、參與權、遊

戲權 Children’s Rights: right to development, right to

protection, right to survival, right to participation, right

to relax and play

c. 文化權 Cultural Rights

d. 人權 Human Rights

e. 「土著」權利 Indigenous Rights

f. 受教育權 Right to Education

g. 婦權 Woman’s Rights

3. 人權問題 Human Rights Problems：

a. 種族隔離 Apartheid

b. 政治監禁 Political Imprisonment

c. 宗教逼害 Religious Persecution

4. 資源分配與貧富差距 Resources Distribution and

Economics Disparities：

a. 貧窮 Poverty

b. 貧富不均、財富分佈不均、貧富差距、貧富懸殊

Uneven distribution of wealth, Economics disparity

c. 童工 Child labor


46

d. 貧民窟 Slum

5. 社會平等或公平議題 Equality or Equity related issues：

a. 平等、公平 Equality and Equity

b. 性別/男女平等 Gender Equality：角色定型、家庭崗

位 Gender Stereotype, Family Status

c. 種族平等 Racial Equality

6. 自我中心主義 Egocentrism

全球經濟問題

Global

Economic

Problems

1. 全球性的經濟發展概況

Global Economic Development：

a. 全球產業(分佈) (Distribution of ) Global Industry

b. 跨國企業運作 Operation of Multinational Enterprise

2. 國際財政問題 International Financial Problems：

a. 全球金融風暴 Financial Crisis

b. 全球金融海嘯 Financial Tsunami

3. 可能的解決方法/措施 Possible Solutions：

a. 全球/國際貿易組織 Trade Associations in the world

b. 全球/國際貿易組織的例子

Examples of Trade Associations in the world

i. 世界貿易組織 World Trade Organization

ii. 二十國集團 Group of Twenty

iii. 金磚集團 BRICS

iv. 世界銀行 World Bank

v. 國際貨幣基金組織 International Monetary Fund

vi. 歐洲自由貿易協會

European Free Trade Association

vii. 亞洲開發銀行 Asian Development Bank

viii. 亞洲生產力組織 Asian Productivity Organization

c. 國際貿易協定 International Trade Agreements

人口問題

Population

Problems

1. (世界)人口減少或增加趨勢

(Global) Population Growth Trend：

a. 人口、出生率、死亡率、生育率、替換率、扶養比率

Population, Birth Rate, Death Rate, Fertility Rate,

Replacement Rate, Dependency Ratios

b. 移民、移入/出、移居

Immigrant, Immigration, Emigration, Migration

2. 可能造成的影響 Possible Impacts：

a. 外籍勞工/僱工 Guest Worker

b. 人口老化 Aging

c. 政治避難/庇護、難民 Political Asylum, Refugee


47

3. 可能的改善方法/措施 Possible Solutions ：

a. 人口政策 Population Planning

b. 家庭生育計劃/生育政策/計劃生育 Family Planning

c. 避孕、墮胎 Contraception Practice

和平與安全問

題

Peace and

Security

Problems

1. 國際間的戰爭 International Wars：

a. 戰爭、戰亂 War, Chao

b. 戰爭或戰亂的例子

Examples of international wars and chaos

i. 第一次世界大戰 World War I

ii. 第二次世界大戰 World War II

iii. 韓戰/朝鮮戰爭 Korean War

iv. 越戰/越南戰爭 Vietnam War

v. 美阿戰爭/阿富汗戰爭 Afghanistan War

vi. 美伊戰爭/伊拉克戰爭 Iraq War

vii. 波斯灣戰爭/海灣戰爭 Persian Gulf War

c. 軍備競賽 Arms Race

d. 裁軍 Disarmament


a. 民主、獨裁 Democracy, Autocracy

b. 恐怖主義、恐怖分子、恐怖襲擊

Terrorism, Terrorist, Terror Attack

c. 殖民主義、殖民、殖民地

Colonialism, Colonization, Colony

d. 國際犯罪 International Crime

e. 國際糾紛/紛爭 International Dispute


a. 國際組織 International Organizations 9

b. 國際人道援助/救援/和平組織的例子 Examples of

International Organizations：

i. 聯合國 United Nations

ii. 紅十字國際委員會

International Committee of the Red Cross 1

iii. 紅十字會與新月會國際聯合會

International Federation of Red Cross and Red

Crescent Societies

iv. 樂施會 Oxfam 1

v. 無國界醫生 Médecins Sans Frontières 1

vi. 世界宣明會 World Vision 1


48

vii. 國際禁止地雷運動

The International Campaign to Ban Landmines

viii. 救世軍 The Salvation Army 1

ix. 國際小母牛 Heifer International

x. 苗圃行動 Sowers Action

c. 國際仲/制裁 International Arbitration

d. 訂立公約 Agreements Implementation

e. 和平會議/談判 World Peace Council

f. 維持(世界)和平、安全 (International) Peace or

Security Maintenance

g. 教育 Education 1

族群衝突

Ethnicity

Conflicts

1. 全球間的種族或族群

Races, Ethnicities and Ethnic Minorities in the world

a. 種族 Race

b. 種族的種類 Types of Races：

i. 黃種人 The Yellow Race

ii. 黑人 Negroid

iii. 白人 Caucasoid

c. 族群、民族 Ethnicity 12

d. 少數族裔 Ethnic Minorities


a. 偏見、歧視 Prejudice, Discrimination

b. 衝突 Conflict

3. 共融 Communion

宗教問題

Religious

Problems

1. 宗教種類或分佈

Types or Distribution of Religions：

a. 天主教 Catholicism

b. 基督教 Christianity

c. 伊斯蘭教 Islam

d. 印度教 Hinduism

e. 佛教 Buddhism

f. 道教 Taoism

2. 信仰(自由) (Freedom of) Belief

糧食問題

Food

Problems

1. 世界食物/糧食產量問題 Global Food Problems：

a. 食物/糧食產量/供應 Grain Yield / Supply 4

b. 食物/糧食充足 Sufficient Food

c. 食物/糧食短缺 Insufficient Food 2

d. 食物/糧食分佈不均 Uneven Distribution of Food

2. 飢(饑)荒/餓 Starvation


49

3. 肥胖/癡肥 Obesity

4. 糧食/食物/食品安全 Food Security

科技問題

Problems in

Technology

1. 科技 Technology

2. 科技的種類和應用

Types of Technology and its applications：

a. 資訊科技及其相關發明

Information Technology and its related inventions

i. 資訊科技 Information Technology

ii. 光纖 Optical Fiber

iii. 人造衛星 Artificial Satellite

b. 太空/航天科技 Aerospace Technology

c. 交通運輸科技

Transportation Science and Technology

i. 交通、運輸 Traffic, Transportation 15

ii. 磁浮列車 Maglev Train

iii. 飛機 Airplane

iv. 高速鐵路 (高鐵) High Speed Railway

3. 機械的發明和應用

The Inventions and Applications of Machinery

a. 機械 Machinery

b. 蒸汽機 Steam Engine

c. 電/電能/電力 Electricity

d. 發電機 Electric Generator

4. 人類不當使用科技所造成的影響

The Consequences of the Misuses of Technology by

human：

a. 電腦罪案/網絡犯罪/罪行

Computer Crime / Cybercrime

i. 侵權/侵犯版權、版權、知識產權

Infringement, Copyright, Intellectual Property

ii. 網上/絡欺凌 Cyberbullying

iii. 黑客 Hacker

iv. 遊戲罪案 Criminal Case in Games

v. 私隱 Privacy

b. 不良資訊與其來源

Harmful Information and its sources

i. 不良資訊 Harmful Information

ii. 電腦、手機病毒

Computer Virus, Mobile Phone Virus


50

iii. 色情 Pornography

iv. 賭搏 Gambling

v. 暴力 Violence

c. 沉迷 Addiction

d. 網絡交友陷阱、網上損友 Online Dating Trap

e. 武器 Weapon

f. 數碼隔閡 Digital Barrier

5. 現今社會面對的資訊及其來源 The information and its

origins in the society：

a. 資訊 Information

b. 資訊種類 Types of Information

i. 新聞 News

ii. 報道 Report

iii. 廣告 Advertisement

c. 傳媒種類及通訊工具

Types of Media and Tools for Communication

i. 傳媒、通訊 Media, Communication

ii. 報紙/章 Newspaper

iii. 雜誌 Magazine

iv. 電視 Television

v. 電台、收音機 Radio

vi. 智能手機、電話 Smart Phone, Phone

vii. 互聯網、(社交) 網絡 Internet, Network

6. 資訊化社會應有的態度 The Proper Attitude the

Information Society should have：

a. 安裝防毒/過濾軟件

Installation of antivirus / filtering software

b. 避免開啓來歷不明的電郵或檔案

Avoidance of opening unknown email or files

c. 不在網上披露個人資料

Avoidance of disclosing personal information online

生態及環境問

題

Ecological

Problems

1. 全球各種資源的種類、開發及利用現況

The exploitation and use of different types of global

resources：

a. 能源 Energy

b. 森林、熱帶雨林 Forest, Rainforest 4

c. 土地 Land

d. 海洋資源 Marine Resource

e. 可再生能源及其種類 Renewable Energy and its types


51

i. 可再生能源 Renewable Energy

ii. 水力/能 Hydropower

iii. 太陽能 Solar Energy

iv. 風力/能 Wind Power

v. 潮汐能 Tidal Energy

vi. 地熱能 Thermal Power

vii. 生物能源/質能 Biomass Energy

f. 不可再生能源及其種類

Unrenewable Energy and its types

i. 不可再生能源 Unrenewable Energy

ii. 天然資源 Natural Resource 1

iii. 石化/化石燃料/能源 Fossil Fuels

iv. 石油 Petroleum

v. 天然氣 Natural Gas

vi. 煤 Coal

vii. 核能/核電 Nuclear Power

2. 資源/能源短缺 Shortage of Resources / Energy

3. 動植物保護問題

Conservation Problems on living things：

a. 瀕臨絕種 Extinction

b. 過度捕撈 Overfishing

c. 棲息、棲息地 Habitat

4. 環境問題 Environmental Problems：

a. 自然災害 Natural Disaster 31

b. 極端天氣/氣候變化 Extreme Weather 10

c. 地震 Earthquake 20

d. 海嘯 Tsunami 9

e. 火山爆發 Volcanic Eruption 8

f. 洪水、氾濫、水災 Flooding 1

g. 暴雨 Rainstorm 7

h. 天旱/旱災 Drought 7

i. 暴風、颱風、颶風、風球 Storm 5

j. 暴風雪 Avalanche 4

k. 酷熱乾酷天氣、熱浪

Extremely Hot and Dry Weather, Heat Wave 7

l. 嚴寒天氣、寒流

Extremely Cold Weather, Cold Current 7


52

5. 自然環境保護問題

Environmental Conservation Problems：

a. 污染 Pollution 1

b. 全球暖化 Global Warming

c. 溫室效應 Greenhouse Effect

d. 臭氧層破洞 Depletion of Ozone Layer

e. 核能引伸的問題 Issues related to Nuclear Power

i. 核廢料 Nuclear Waste

ii. 核事故/災難 Nuclear Disaster

iii. 反核 Anti-nuclear

f. 酸雨 Acid Rain

g. 水土流失 Surface Runoff

h. 影響生態平衡 Effect on Ecological Balance

6. 生態及環境失衡的解決方法/措施

Solutions to Ecological Imbalance：

a. 保護/育 Protection

b. 氣候大會 Climate Summit

c. 國際公約 International Convention

d. 國際公約的例子

Examples of International Convention

i. 聯合國氣候變化框架公約

United Nations Framework Convention on

Climate Change

ii. 京都協議書 Kyoto Protocol

e. 資金補助 Capital Subsidy

7. 可持續發展 Sustainable Development

衛生與健康問

題

Problems in

Hygiene and

Health

1. 全球性天然疾病、傳染病、病毒、瘟疫

Global Natural Diseases, Infectious Diseases, Viruses,

Plagues

1

2. 全球性天然疾病、傳染病、病毒或瘟疫的例子 Examples

of Global Natural Diseases, Infectious Diseases, Viruses,

Plagues：

a. 嚴重急性呼吸系統綜合症/沙士 SARs

b. 狂牛症 Mad Cow Disease

c. 埃博拉/伊波拉病毒病 Ebola

d. 愛滋病 AIDs

e. 瘧疾 Malaria

f. 禽流感 Avian Influenza


53

g. 人類豬型流感 Swine Flu

h. 中東呼吸綜合症 MERs

3. 世界衛生組織 World Health Organization

4. 共同防治策略/防控措施 Preventions：

a. 疫苗 Vaccine

b. 檢疫、防疫、抗疫

Quarantine, Epidemic Prevention, Anti-Epidemic


年級 Level 4

書冊 Subtitle 4C

課次 Chapter

單元一善用資訊科技

課題一活在資訊年代

課題二資訊科技的應用

課題三資訊科技溝通


Keywords

次數

Frequency

Count

主類目

Main Category

次類目

Sub Category

全球問題

Global Issues

社會正義與公

平問題

Social Justice

and Equity

Problems







a. 權利 Rights 2




to relax and play











54



a. 貧窮 Poverty




d. 貧民窟 Slum







全球經濟問題

Global

Economic

Problems






















人口問題

Population

Problems







55











和平與安全問

題

Peace and

Security

Problems























a. 國際組織 International Organizations





International Committee of the Red Cross


56



Crescent Societies

iv. 樂施會 Oxfam

v. 無國界醫生 Médecins Sans Frontières

vi. 世界宣明會 World Vision



viii. 救世軍 The Salvation Army









族群衝突

Ethnicity

Conflicts



a. 種族 Race



ii. 黑人 Negroid


c. 族群、民族 Ethnicity




b. 衝突 Conflict

3. 共融 Communion

宗教問題

Religious

Problems







e. 佛教 Buddhism

f. 道教 Taoism



57

糧食問題

Food

Problems


a. 食物/糧食產量/供應 Grain Yield / Supply


c. 食物/糧食短缺 Insufficient Food





科技問題

Problems in

Technology

1. 科技 Technology 1





i. 資訊科技 Information Technology 60












a. 機械 Machinery






human：




Infringement, Copyright, Intellectual Property 28

ii. 網上/絡欺凌 Cyberbullying 2

iii. 黑客 Hacker

iv. 遊戲罪案 Criminal Case in Games 4


58

v. 私隱 Privacy 16



i. 不良資訊 Harmful Information 3


Computer Virus, Mobile Phone Virus 21

iii. 色情 Pornography 1

iv. 賭搏 Gambling 1

v. 暴力 Violence 1

c. 沉迷 Addiction 12


e. 武器 Weapon 2




a. 資訊 Information 117


i. 新聞 News 3

ii. 報道 Report 3




i. 傳媒、通訊 Media, Communication 19

ii. 報紙/章 Newspaper 4


iv. 電視 Television 3

v. 電台、收音機 Radio 1

vi. 智能手機、電話 Smart Phone, Phone 8

vii. 互聯網、(社交) 網絡 Internet, Network 38




Installation of antivirus / filtering software 4


Avoidance of opening unknown email or files 3


Avoidance of disclosing personal information online 3


59

生態及環境問

題

Ecological

Problems



resources：

a. 能源 Energy

b. 森林、熱帶雨林 Forest, Rainforest

c. 土地 Land













ii. 天然資源 Natural Resource




vi. 煤 Coal









a. 自然災害 Natural Disaster

b. 極端天氣/氣候變化 Extreme Weather


d. 海嘯 Tsunami

e. 火山爆發 Volcanic Eruption

f. 洪水、氾濫、水災 Flooding

g. 暴雨 Rainstorm


60

h. 天旱/旱災 Drought


j. 暴風雪 Avalanche


Extremely Hot and Dry Weather, Heat Wave


Extremely Cold Weather, Cold Current



a. 污染 Pollution








f. 酸雨 Acid Rain












Climate Change




衛生與健康問

題



Plagues


61

Problems in

Hygiene and

Health



Plagues：




d. 愛滋病 AIDs

e. 瘧疾 Malaria






a. 疫苗 Vaccine




年級 Level 4

書冊 Subtitle 4C

課次 Chapter 單元二明智的選擇

課題六廣告與消費


Keywords

次數

Frequency

Count

主類目

Main Category

次類目

Sub Category

全球問題

Global Issues

社會正義與公

平問題

Social Justice

and Equity

Problems







a. 權利 Rights




to relax and play





62









a. 貧窮 Poverty




d. 貧民窟 Slum







全球經濟問題

Global

Economic

Problems






















63


人口問題

Population

Problems
















和平與安全問

題

Peace and

Security

Problems

























64








Crescent Societies

iv. 樂施會 Oxfam














族群衝突

Ethnicity

Conflicts



a. 種族 Race



ii. 黑人 Negroid






b. 衝突 Conflict

3. 共融 Communion

宗教問題

Religious

Problems






65



e. 佛教 Buddhism

f. 道教 Taoism


糧食問題

Food

Problems









科技問題

Problems in

Technology












i. 交通、運輸 Traffic, Transportation






a. 機械 Machinery






human：




66




iii. 黑客 Hacker


v. 私隱 Privacy







iv. 賭搏 Gambling

v. 暴力 Violence

c. 沉迷 Addiction


e. 武器 Weapon






i. 新聞 News

ii. 報道 Report

iii. 廣告 Advertisement 70





iii. 雜誌 Magazine 1










67





生態及環境問

題

Ecological

Problems



resources：

a. 能源 Energy


c. 土地 Land

















vi. 煤 Coal











c. 地震 Earthquake


68

d. 海嘯 Tsunami



g. 暴雨 Rainstorm


i. 暴風、颱風、颶風、風球 Storm








a. 污染 Pollution








f. 酸雨 Acid Rain












Climate Change





69

衛生與健康問

題

Problems in

Hygiene and

Health



Plagues



Plagues：




d. 愛滋病 AIDs

e. 瘧疾 Malaria






a. 疫苗 Vaccine




年級 Level 5

書冊 Subtitle 5B

課次 Chapter

單元二活在資訊中

課題六認識傳媒

課題七透視資訊

課題八善用傳媒和資訊


Keywords

次數

Frequency

Count

主類目

Main Category

次類目

Sub Category

全球問題

Global Issues

社會正義與公

平問題

Social Justice

and Equity

Problems







a. 權利 Rights




70


to relax and play












a. 貧窮 Poverty




d. 貧民窟 Slum







全球經濟問題

Global

Economic

Problems

















71







人口問題

Population

Problems
















和平與安全問

題

Peace and

Security

Problems



















72














Crescent Societies

iv. 樂施會 Oxfam













g. 教育 Education

族群衝突

Ethnicity

Conflicts



a. 種族 Race



ii. 黑人 Negroid







73

b. 衝突 Conflict

3. 共融 Communion

宗教問題

Religious

Problems







e. 佛教 Buddhism

f. 道教 Taoism


糧食問題

Food

Problems







3. 肥胖/癡肥 Obesity 1


科技問題

Problems in

Technology


















a. 機械 Machinery




74




human：






iii. 黑客 Hacker


v. 私隱 Privacy







iv. 賭搏 Gambling


c. 沉迷 Addiction


e. 武器 Weapon

f. 數碼隔閡 Digital Barrier 14





i. 新聞 News 10

ii. 報道 Report 62











75










生態及環境問

題

Ecological

Problems



resources：

a. 能源 Energy


c. 土地 Land

















vi. 煤 Coal








76






d. 海嘯 Tsunami



g. 暴雨 Rainstorm










a. 污染 Pollution








f. 酸雨 Acid Rain











77



Climate Change




衛生與健康問

題

Problems in

Hygiene and

Health



Plagues



Plagues：




d. 愛滋病 AIDs

e. 瘧疾 Malaria






a. 疫苗 Vaccine




年級 Level 5

書冊 Subtitle 5D

課次 Chapter 單元二大事回顧

課題八祖國的近況


Keywords

次數

Frequency

Count

主類目

Main Category

次類目

Sub Category

全球問題

Global Issues

社會正義與公

平問題

Social Justice

and Equity

Problems







78


a. 權利 Rights




to relax and play












a. 貧窮 Poverty




d. 貧民窟 Slum







全球經濟問題

Global

Economic

Problems









a. 全球/國際貿易組織 Trade Associations in the world 1




79

i. 世界貿易組織 World Trade Organization 4










人口問題

Population

Problems
















和平與安全問

題

Peace and

Security

Problems


a. 戰爭、戰亂 War, Chao 3














80

















Crescent Societies

iv. 樂施會 Oxfam













g. 教育 Education

族群衝突

Ethnicity

Conflicts



a. 種族 Race



ii. 黑人 Negroid




81




b. 衝突 Conflict

3. 共融 Communion

宗教問題

Religious

Problems







e. 佛教 Buddhism

f. 道教 Taoism


糧食問題

Food

Problems









科技問題

Problems in

Technology









b. 太空/航天科技 Aerospace Technology 1






iv. 高速鐵路 (高鐵) High Speed Railway 6




82

a. 機械 Machinery






human：






iii. 黑客 Hacker


v. 私隱 Privacy







iv. 賭搏 Gambling

v. 暴力 Violence

c. 沉迷 Addiction


e. 武器 Weapon






i. 新聞 News

ii. 報道 Report








83













生態及環境問

題

Ecological

Problems



resources：

a. 能源 Energy


c. 土地 Land

















vi. 煤 Coal




84










d. 海嘯 Tsunami



g. 暴雨 Rainstorm










a. 污染 Pollution








f. 酸雨 Acid Rain









85





Climate Change




衛生與健康問

題

Problems in

Hygiene and

Health



Plagues



Plagues：




d. 愛滋病 AIDs

e. 瘧疾 Malaria






a. 疫苗 Vaccine




年級 Level 6

書冊 Subtitle 6B

課次 Chapter 單元二香港的祖國

課題八背靠祖國的發展機遇


Keywords

次數

Frequency

Count

主類目

Main Category

次類目

Sub Category

全球問題

Global Issues

社會正義與公

平問題





86

Social Justice

and Equity

Problems




a. 權利 Rights




to relax and play












a. 貧窮 Poverty




d. 貧民窟 Slum







全球經濟問題

Global

Economic

Problems











87













人口問題

Population

Problems
















和平與安全問

題

Peace and

Security

Problems














88



















Crescent Societies

iv. 樂施會 Oxfam













g. 教育 Education

族群衝突

Ethnicity

Conflicts



a. 種族 Race



ii. 黑人 Negroid


89






b. 衝突 Conflict

3. 共融 Communion

宗教問題

Religious

Problems







e. 佛教 Buddhism

f. 道教 Taoism


糧食問題

Food

Problems









科技問題

Problems in

Technology

















90



a. 機械 Machinery






human：






iii. 黑客 Hacker


v. 私隱 Privacy







iv. 賭搏 Gambling

v. 暴力 Violence

c. 沉迷 Addiction


e. 武器 Weapon






i. 新聞 News

ii. 報道 Report






91















生態及環境問

題

Ecological

Problems



resources：

a. 能源 Energy


c. 土地 Land 1

















vi. 煤 Coal



92











d. 海嘯 Tsunami



g. 暴雨 Rainstorm










a. 污染 Pollution








f. 酸雨 Acid Rain








93






Climate Change




衛生與健康問

題

Problems in

Hygiene and

Health



Plagues



Plagues：




d. 愛滋病 AIDs

e. 瘧疾 Malaria






a. 疫苗 Vaccine




年級 Level 6

書冊 Subtitle 6C

課次 Chapter 單元二機械與生活

課題三機械的發明和運用


Keywords

次數

Frequency

Count

主類目

Main Category

次類目

Sub Category

全球問題 1. 人權內涵 Content of Human Rights：


94

Global Issues

社會正義與公

平問題

Social Justice

and Equity

Problems






a. 權利 Rights




to relax and play












a. 貧窮 Poverty




d. 貧民窟 Slum







全球經濟問題

Global

Economic

Problems









95















人口問題

Population

Problems






1











和平與安全問

題

Peace and

Security

Problems












96





















Crescent Societies

iv. 樂施會 Oxfam













g. 教育 Education

族群衝突

Ethnicity

Conflicts



a. 種族 Race



97


ii. 黑人 Negroid






b. 衝突 Conflict

3. 共融 Communion

宗教問題

Religious

Problems







e. 佛教 Buddhism

f. 道教 Taoism


糧食問題

Food

Problems









科技問題

Problems in

Technology















98





a. 機械 Machinery 59

b. 蒸汽機 Steam Engine 32

c. 電/電能/電力 Electricity 14

d. 發電機 Electric Generator 5



human：






iii. 黑客 Hacker


v. 私隱 Privacy







iv. 賭搏 Gambling

v. 暴力 Violence

c. 沉迷 Addiction


e. 武器 Weapon






i. 新聞 News

ii. 報道 Report



99


















生態及環境問

題

Ecological

Problems



resources：

a. 能源 Energy 2


c. 土地 Land




ii. 水力/能 Hydropower 5


iv. 風力/能 Wind Power 5











100


vi. 煤 Coal 1












d. 海嘯 Tsunami



g. 暴雨 Rainstorm










a. 污染 Pollution








f. 酸雨 Acid Rain




101










Climate Change




衛生與健康問

題

Problems in

Hygiene and

Health



Plagues



Plagues：




d. 愛滋病 AIDs

e. 瘧疾 Malaria






a. 疫苗 Vaccine




年級 Level 6C

書冊 Subtitle 6

課次 Chapter 單元三奇妙的宇宙

課題九展開太空之旅

主題類目 Main Attribute 關鍵字次數


102

主類目

Main Category

次類目

Sub Category

Keywords Frequency

Count

全球問題

Global Issues

社會正義與公

平問題

Social Justice

and Equity

Problems







a. 權利 Rights




to relax and play












a. 貧窮 Poverty




d. 貧民窟 Slum







全球經濟問題

Global

Economic

Problems






103


















人口問題

Population

Problems
















和平與安全問

題

Peace and

Security

Problems









104
























Crescent Societies

iv. 樂施會 Oxfam













g. 教育 Education


105

族群衝突

Ethnicity

Conflicts



a. 種族 Race



ii. 黑人 Negroid






b. 衝突 Conflict

3. 共融 Communion

宗教問題

Religious

Problems







e. 佛教 Buddhism

f. 道教 Taoism


糧食問題

Food

Problems









科技問題

Problems in

Technology








iii. 人造衛星 Artificial Satellite 15

b. 太空/航天科技 Aerospace Technology 20


106









a. 機械 Machinery






human：






iii. 黑客 Hacker


v. 私隱 Privacy







iv. 賭搏 Gambling

v. 暴力 Violence

c. 沉迷 Addiction


e. 武器 Weapon







107

i. 新聞 News

ii. 報道 Report



















生態及環境問

題

Ecological

Problems



resources：

a. 能源 Energy


c. 土地 Land














108





vi. 煤 Coal












d. 海嘯 Tsunami



g. 暴雨 Rainstorm










a. 污染 Pollution








f. 酸雨 Acid Rain


109












Climate Change




衛生與健康問

題

Problems in

Hygiene and

Health



Plagues



Plagues：




d. 愛滋病 AIDs

e. 瘧疾 Malaria






a. 疫苗 Vaccine




年級 Level 6

書冊 Subtitle 6D

課次 Chapter 單元一中西文化交流


110

課題一中華文化的流傳

課題二東西方的接觸和文化交流

課題三全球化與我們的生活

課題四中國走向世界


Keywords

次數

Frequency

Count

主類目

Main Category

次類目

Sub Category

全球問題

Global Issues

社會正義與公

平問題

Social Justice

and Equity

Problems







a. 權利 Rights




to relax and play












a. 貧窮 Poverty




d. 貧民窟 Slum







111


全球經濟問題

Global

Economic

Problems




b. 跨國企業運作 Operation of Multinational Enterprise 15



b. 全球金融海嘯 Financial Tsunami 1






ii. 二十國集團 Group of Twenty 3

iii. 金磚集團 BRICS 6








人口問題

Population

Problems






5











和平與安全問

題




112

Peace and

Security

Problems



















e. 國際糾紛/紛爭 International Dispute 3





i. 聯合國 United Nations 5





Crescent Societies

iv. 樂施會 Oxfam











113



Security Maintenance 10


族群衝突

Ethnicity

Conflicts



a. 種族 Race



ii. 黑人 Negroid






b. 衝突 Conflict

3. 共融 Communion

宗教問題

Religious

Problems



a. 天主教 Catholicism 1


c. 伊斯蘭教 Islam 1


e. 佛教 Buddhism

f. 道教 Taoism

2. 信仰(自由) (Freedom of) Belief 4

糧食問題

Food

Problems









科技問題

Problems in

Technology







114


ii. 光纖 Optical Fiber 8

iii. 人造衛星 Artificial Satellite 5





ii. 磁浮列車 Maglev Train 2

iii. 飛機 Airplane 3




a. 機械 Machinery






human：






iii. 黑客 Hacker


v. 私隱 Privacy







iv. 賭搏 Gambling

v. 暴力 Violence

c. 沉迷 Addiction


e. 武器 Weapon 4



115





i. 新聞 News

ii. 報道 Report 7



















生態及環境問

題

Ecological

Problems



resources：

a. 能源 Energy


c. 土地 Land 1










116









vi. 煤 Coal












d. 海嘯 Tsunami



g. 暴雨 Rainstorm










a. 污染 Pollution







117



f. 酸雨 Acid Rain





a. 保護/育 Protection 5







Climate Change




衛生與健康問

題

Problems in

Hygiene and

Health



Plagues



Plagues：




d. 愛滋病 AIDs

e. 瘧疾 Malaria






a. 疫苗 Vaccine




118


年級 Level 6

書冊 Subtitle 6D

課次 Chapter

單元二國際問題初探

課題五貧窮、飢餓及傳染病

課題六資源短缺與可持續發展

課題七氣候變化與環境保育

課題八國際衝突和合作


Keywords

次數

Frequency

Count

主類目

Main Category

次類目

Sub Category

全球問題

Global Issues

社會正義與公

平問題

Social Justice

and Equity

Problems







a. 權利 Rights




to relax and play


d. 人權 Human Rights 1










a. 貧窮 Poverty 50




d. 貧民窟 Slum



119






全球經濟問題

Global

Economic

Problems















iv. 世界銀行 World Bank 2







人口問題

Population

Problems






50






c. 政治避難/庇護、難民 Political Asylum, Refugee 5




120

b. 家庭生育計劃/生育政策/計劃生育 Family Planning 1


和平與安全問

題

Peace and

Security

Problems





i. 第一次世界大戰 World War I 11

ii. 第二次世界大戰 World War II 13

iii. 韓戰/朝鮮戰爭 Korean War 3

iv. 越戰/越南戰爭 Vietnam War 3

v. 美阿戰爭/阿富汗戰爭 Afghanistan War 3

vi. 美伊戰爭/伊拉克戰爭 Iraq War 3


c. 軍備競賽 Arms Race 1





Terrorism, Terrorist, Terror Attack 9


Colonialism, Colonization, Colony 1












Crescent Societies

3





The International Campaign to Ban Landmines 2



121



c. 國際仲/制裁 International Arbitration 1






族群衝突

Ethnicity

Conflicts



a. 種族 Race



ii. 黑人 Negroid






b. 衝突 Conflict 70

3. 共融 Communion

宗教問題

Religious

Problems







e. 佛教 Buddhism

f. 道教 Taoism


糧食問題

Food

Problems



b. 食物/糧食充足 Sufficient Food 1



2. 飢(饑)荒/餓 Starvation 26


4. 糧食/食物/食品安全 Food Security 1

科技問題 1. 科技 Technology


122

Problems in

Technology

















a. 機械 Machinery






human：






iii. 黑客 Hacker


v. 私隱 Privacy







iv. 賭搏 Gambling

v. 暴力 Violence


123

c. 沉迷 Addiction


e. 武器 Weapon 1






i. 新聞 News 2

ii. 報道 Report 3



















生態及環境問

題

Ecological

Problems



resources：

a. 能源 Energy 39

b. 森林、熱帶雨林 Forest, Rainforest 28

c. 土地 Land 15

d. 海洋資源 Marine Resource 17


i. 可再生能源 Renewable Energy 18

ii. 水力/能 Hydropower 5

iii. 太陽能 Solar Energy 4


124


v. 潮汐能 Tidal Energy 1

vi. 地熱能 Thermal Power 1

vii. 生物能源/質能 Biomass Energy 1



i. 不可再生能源 Unrenewable Energy 7


iii. 石化/化石燃料/能源 Fossil Fuels 14

iv. 石油 Petroleum 26

v. 天然氣 Natural Gas 15

vi. 煤 Coal 18

vii. 核能/核電 Nuclear Power 18

2. 資源/能源短缺 Shortage of Resources / Energy 10




b. 過度捕撈 Overfishing 4

c. 棲息、棲息地 Habitat 4





d. 海嘯 Tsunami








Extremely Hot and Dry Weather, Heat Wave 2


Extremely Cold Weather, Cold Current 2




b. 全球暖化 Global Warming 49


125

c. 溫室效應 Greenhouse Effect 20



i. 核廢料 Nuclear Waste 5

ii. 核事故/災難 Nuclear Disaster 2


f. 酸雨 Acid Rain


h. 影響生態平衡 Effect on Ecological Balance 3




b. 氣候大會 Climate Summit 4

c. 國際公約 International Convention 3





Climate Change

3

ii. 京都協議書 Kyoto Protocol 2

e. 資金補助 Capital Subsidy 3

7. 可持續發展 Sustainable Development 5

衛生與健康問

題

Problems in

Hygiene and

Health



Plagues

59



Plagues：



c. 埃博拉/伊波拉病毒病 Ebola 5

d. 愛滋病 AIDs

e. 瘧疾 Malaria

f. 禽流感 Avian Influenza 7

g. 人類豬型流感 Swine Flu 2

h. 中東呼吸綜合症 MERs 1

3. 世界衛生組織 World Health Organization 17



126

a. 疫苗 Vaccine 2


Quarantine, Epidemic Prevention, Anti-Epidemic 8


127

10.2. Data Collection of Lo and Lee’s Textbooks (2015)

書名 Book Title Z 世代新思維朗文常識

年級 Level 4

書冊 Subtitle 4D

課次 Chapter

單元二小眼睛看世界

課題三五湖四海

課題四同在地球村


Keywords

次數

Frequency

Count

主類目

Main Category

次類目

Sub Category

全球問題

Global Issues

社會正義與公

平問題

Social Justice

and Equity

Problems







a. 權利 Rights




to relax and play












a. 貧窮 Poverty




d. 貧民窟 Slum



128

a. 平等、公平 Equality and Equity 2





全球經濟問題

Global

Economic

Problems
















v. 國際貨幣基金組織 International Monetary Fund 1


European Free Trade Association 1

vii. 亞洲開發銀行 Asian Development Bank 1

viii. 亞洲生產力組織 Asian Productivity Organization 1


人口問題

Population

Problems






20


Immigrant, Immigration, Emigration, Migration 69



b. 人口老化 Aging 2





129



和平與安全問

題

Peace and

Security

Problems

























International Organizations： 3






Crescent Societies

iv. 樂施會 Oxfam







130









族群衝突

Ethnicity

Conflicts



a. 種族 Race



ii. 黑人 Negroid



d. 少數族裔 Ethnic Minorities 2


a. 偏見、歧視 Prejudice, Discrimination 1


3. 共融 Communion 4

宗教問題

Religious

Problems






d. 印度教 Hinduism 2

e. 佛教 Buddhism 1

f. 道教 Taoism


糧食問題

Food

Problems









科技問題 1. 科技 Technology


131

Problems in

Technology














iv. 高速鐵路 (高鐵) High Speed Railway 4



a. 機械 Machinery






human：






iii. 黑客 Hacker


v. 私隱 Privacy







iv. 賭搏 Gambling

v. 暴力 Violence


132

c. 沉迷 Addiction


e. 武器 Weapon






i. 新聞 News 4

ii. 報道 Report 4













d. 安裝防毒/過濾軟件


e. 避免開啓來歷不明的電郵或檔案


f. 不在網上披露個人資料


生態及環境問

題

Ecological

Problems



resources：

a. 能源 Energy


c. 土地 Land







133












vi. 煤 Coal 1












d. 海嘯 Tsunami 2



g. 暴雨 Rainstorm













134




i. 核廢料 Nuclear Waste 3

ii. 核事故/災難 Nuclear Disaster 2


f. 酸雨 Acid Rain












Climate Change



7. 可持續發展 Sustainable Development 1

衛生與健康問

題

Problems in

Hygiene and

Health



Plagues

4



Plagues：



c. 埃博拉/伊波拉病毒病 Ebola 5

d. 愛滋病 AIDs

e. 瘧疾 Malaria


g. 人類豬型流感 Swine Flu 1

h. 中東呼吸綜合症 MERs 2




135

a. 疫苗 Vaccine 1


Quarantine, Epidemic Prevention, Anti-Epidemic 3


年級 Level 5

書冊 Subtitle 5A

課次 Chapter

單元二活在資訊年代

課題四漫遊網上世界

課題五網絡你我他


Keywords

次數

Frequency

Count

主類目

Main Category

次類目

Sub Category

全球問題

Global Issues

社會正義與公

平問題

Social Justice

and Equity

Problems







a. 權利 Rights 2




to relax and play












a. 貧窮 Poverty





136

d. 貧民窟 Slum







全球經濟問題

Global

Economic

Problems






















人口問題

Population

Problems













137





和平與安全問

題

Peace and

Security

Problems































Crescent Societies

iv. 樂施會 Oxfam




138











g. 教育 Education

族群衝突

Ethnicity

Conflicts



a. 種族 Race



ii. 黑人 Negroid






b. 衝突 Conflict

3. 共融 Communion

宗教問題

Religious

Problems




b. 基督教 Christianity 1



e. 佛教 Buddhism

f. 道教 Taoism


糧食問題

Food

Problems








139



科技問題

Problems in

Technology


















a. 機械 Machinery






human：






iii. 黑客 Hacker 3









140


iv. 賭搏 Gambling 3


c. 沉迷 Addiction 3

d. 網絡交友陷阱、網上損友 Online Dating Trap 20

e. 武器 Weapon

f. 數碼隔閡 Digital Barrier 1





i. 新聞 News 4

ii. 報道 Report 5
















Avoidance of opening unknown email or files 6


Avoidance of disclosing personal information online 2

生態及環境問

題

Ecological

Problems



resources：

a. 能源 Energy


c. 土地 Land




141















vi. 煤 Coal












d. 海嘯 Tsunami



g. 暴雨 Rainstorm









142



a. 污染 Pollution








f. 酸雨 Acid Rain












Climate Change




衛生與健康問

題

Problems in

Hygiene and

Health



Plagues



Plagues：




d. 愛滋病 AIDs

e. 瘧疾 Malaria



143





a. 疫苗 Vaccine




年級 Level 6

書冊 Subtitle 6A

課次 Chapter

單元一金錢世界

課題一金錢何價

課題二消費抉擇


Keywords

次數

Frequency

Count

主類目

Main Category

次類目

Sub Category

全球問題

Global Issues

社會正義與公

平問題

Social Justice

and Equity

Problems







a. 權利 Rights




to relax and play













144

a. 貧窮 Poverty




d. 貧民窟 Slum







全球經濟問題

Global

Economic

Problems






















人口問題

Population

Problems









145









和平與安全問

題

Peace and

Security

Problems































Crescent Societies


146

iv. 樂施會 Oxfam













g. 教育 Education

族群衝突

Ethnicity

Conflicts



a. 種族 Race



ii. 黑人 Negroid






b. 衝突 Conflict

3. 共融 Communion

宗教問題

Religious

Problems







e. 佛教 Buddhism

f. 道教 Taoism


糧食問題

Food

Problems





147






科技問題

Problems in

Technology


















a. 機械 Machinery






human：






iii. 黑客 Hacker


v. 私隱 Privacy




148





iv. 賭搏 Gambling


c. 沉迷 Addiction


e. 武器 Weapon






i. 新聞 News 1

ii. 報道 Report 2



















生態及環境問

題

Ecological

Problems



resources：

a. 能源 Energy 2



149

c. 土地 Land

















vi. 煤 Coal 2












d. 海嘯 Tsunami



g. 暴雨 Rainstorm







150





a. 污染 Pollution








f. 酸雨 Acid Rain












Climate Change




衛生與健康問

題

Problems in

Hygiene and

Health



Plagues



Plagues：




d. 愛滋病 AIDs


151

e. 瘧疾 Malaria






a. 疫苗 Vaccine




年級 Level 6

書冊 Subtitle 6B

課次 Chapter

單元一政經解碼

課題一香港特別行政區

課題二政府與我

課題三今日香港經濟


Keywords

次數

Frequency

Count

主類目

Main Category

次類目

Sub Category

全球問題

Global Issues

社會正義與公

平問題

Social Justice

and Equity

Problems







a. 權利 Rights 30




to relax and play










152




a. 貧窮 Poverty




d. 貧民窟 Slum







全球經濟問題

Global

Economic

Problems






a. 全球金融風暴 Financial Crisis 3
















人口問題 1. (世界)人口減少或增加趨勢



153

Population

Problems














和平與安全問

題

Peace and

Security

Problems




























154





Crescent Societies

iv. 樂施會 Oxfam














族群衝突

Ethnicity

Conflicts



a. 種族 Race



ii. 黑人 Negroid






b. 衝突 Conflict

3. 共融 Communion

宗教問題

Religious

Problems







e. 佛教 Buddhism


155

f. 道教 Taoism


糧食問題

Food

Problems









科技問題

Problems in

Technology


















a. 機械 Machinery






human：







156

iii. 黑客 Hacker


v. 私隱 Privacy







iv. 賭搏 Gambling

v. 暴力 Violence

c. 沉迷 Addiction


e. 武器 Weapon






i. 新聞 News 14

ii. 報道 Report 9




















157

生態及環境問

題

Ecological

Problems



resources：

a. 能源 Energy


c. 土地 Land 2

















vi. 煤 Coal












d. 海嘯 Tsunami





158










a. 污染 Pollution








f. 酸雨 Acid Rain












Climate Change




衛生與健康問

題



Plagues


159

Problems in

Hygiene and

Health



Plagues：

a. 嚴重急性呼吸系統綜合症/沙士 SARs 7



d. 愛滋病 AIDs

e. 瘧疾 Malaria




3. 世界衛生組織 World Health Organization 1


a. 疫苗 Vaccine




年級 Level 6

書冊 Subtitle 6B

課次 Chapter

單元二社會追蹤

課題四共建和諧社會

課題五傳媒透視


Keywords

次數

Frequency

Count

主類目

Main Category

次類目

Sub Category

全球問題

Global Issues

社會正義與公

平問題

Social Justice

and Equity

Problems







a. 權利 Rights 4




to relax and play




160










a. 貧窮 Poverty 3


Uneven distribution of wealth, Economics disparity 8


d. 貧民窟 Slum







全球經濟問題

Global

Economic

Problems





















161



人口問題

Population

Problems






1











和平與安全問

題

Peace and

Security

Problems
























162









Crescent Societies

iv. 樂施會 Oxfam














族群衝突

Ethnicity

Conflicts



a. 種族 Race 6



ii. 黑人 Negroid








宗教問題

Religious

Problems





163

b. 基督教 Christianity 2

c. 伊斯蘭教 Islam 1

d. 印度教 Hinduism 1

e. 佛教 Buddhism

f. 道教 Taoism


糧食問題

Food

Problems









科技問題

Problems in

Technology


















a. 機械 Machinery






human：


164






iii. 黑客 Hacker









iv. 賭搏 Gambling

v. 暴力 Violence

c. 沉迷 Addiction


e. 武器 Weapon






i. 新聞 News 18

ii. 報道 Report 54














165







生態及環境問

題

Ecological

Problems



resources：

a. 能源 Energy


c. 土地 Land

















vi. 煤 Coal











166



d. 海嘯 Tsunami 1



g. 暴雨 Rainstorm


















f. 酸雨 Acid Rain












Climate Change




167


衛生與健康問

題

Problems in

Hygiene and

Health



Plagues



Plagues：




d. 愛滋病 AIDs

e. 瘧疾 Malaria






a. 疫苗 Vaccine




年級 Level 6

書冊 Subtitle 6C

課次 Chapter

單元一文化博覽

課題一透視文化遺產

課題二世界文化輪廓的構成


Keywords

次數

Frequency

Count

主類目

Main Category

次類目

Sub Category

全球問題

Global Issues

社會正義與公

平問題

Social Justice

and Equity

Problems







a. 權利 Rights




168


to relax and play












a. 貧窮 Poverty




d. 貧民窟 Slum







全球經濟問題

Global

Economic

Problems




b. 跨國企業運作 Operation of Multinational Enterprise 2













169







人口問題

Population

Problems
















和平與安全問

題

Peace and

Security

Problems



















170


Colonialism, Colonization, Colony 30












Crescent Societies

iv. 樂施會 Oxfam














族群衝突

Ethnicity

Conflicts



a. 種族 Race



ii. 黑人 Negroid







171


3. 共融 Communion

宗教問題

Religious

Problems







e. 佛教 Buddhism

f. 道教 Taoism


糧食問題

Food

Problems









科技問題

Problems in

Technology


















a. 機械 Machinery




172




human：






iii. 黑客 Hacker


v. 私隱 Privacy







iv. 賭搏 Gambling

v. 暴力 Violence

c. 沉迷 Addiction


e. 武器 Weapon






i. 新聞 News

ii. 報道 Report











173










生態及環境問

題

Ecological

Problems



resources：

a. 能源 Energy


c. 土地 Land

















vi. 煤 Coal








174






d. 海嘯 Tsunami



g. 暴雨 Rainstorm










a. 污染 Pollution








f. 酸雨 Acid Rain











175



Climate Change




衛生與健康問

題

Problems in

Hygiene and

Health



Plagues



Plagues：




d. 愛滋病 AIDs

e. 瘧疾 Malaria






a. 疫苗 Vaccine




年級 Level 6

書冊 Subtitle 6C

課次 Chapter

單元二世界與我

課題三人口問題

課題四貧窮問題

課題五戰爭與和平

課題六認識人權


Keywords

次數

Frequency

Count

主類目

Main Category

次類目

Sub Category

全球問題 1. 人權內涵 Content of Human Rights：


176

Global Issues

社會正義與公

平問題

Social Justice

and Equity

Problems


Universal Declaration of Human Rights 3


Convention on the Rights of the Child 19


a. 權利 Rights 16




to relax and play

33




f. 受教育權 Right to Education 1



a. 種族隔離 Apartheid 1





a. 貧窮 Poverty 49


Uneven distribution of wealth, Economics disparity 1


d. 貧民窟 Slum




位 Gender Stereotype, Family Status 24

c. 種族平等 Racial Equality 7


全球經濟問題

Global

Economic

Problems









177








iv. 世界銀行 World Bank 2







人口問題

Population

Problems






165




a. 外籍勞工/僱工 Guest Worker 4




a. 人口政策 Population Planning 5

b. 家庭生育計劃/生育政策/計劃生育 Family Planning 12


和平與安全問

題

Peace and

Security

Problems





i. 第一次世界大戰 World War I 3

ii. 第二次世界大戰 World War II 5

iii. 韓戰/朝鮮戰爭 Korean War 3

iv. 越戰/越南戰爭 Vietnam War 7

v. 美阿戰爭/阿富汗戰爭 Afghanistan War 2



178

vii. 波斯灣戰爭/海灣戰爭 Persian Gulf War 3




















Crescent Societies







ix. 國際小母牛 Heifer International 3

x. 苗圃行動 Sowers Action 4

c. 國際仲/制裁 International Arbitration 6

d. 訂立公約 Agreements Implementation 8

e. 和平會議/談判 World Peace Council 4




族群衝突

Ethnicity

Conflicts



a. 種族 Race 13



179


ii. 黑人 Negroid 14

iii. 白人 Caucasoid 10







宗教問題

Religious

Problems







e. 佛教 Buddhism

f. 道教 Taoism


糧食問題

Food

Problems





d. 食物/糧食分佈不均 Uneven Distribution of Food 1

2. 飢(饑)荒/餓 Starvation 9


4. 糧食/食物/食品安全 Food Security 1

科技問題

Problems in

Technology















180





a. 機械 Machinery






human：






iii. 黑客 Hacker


v. 私隱 Privacy







iv. 賭搏 Gambling

v. 暴力 Violence

c. 沉迷 Addiction


e. 武器 Weapon 8






i. 新聞 News

ii. 報道 Report



181


















生態及環境問

題

Ecological

Problems



resources：

a. 能源 Energy


c. 土地 Land















iv. 石油 Petroleum 1


182


vi. 煤 Coal









a. 自然災害 Natural Disaster 1



d. 海嘯 Tsunami



g. 暴雨 Rainstorm










a. 污染 Pollution








f. 酸雨 Acid Rain




183










Climate Change




衛生與健康問

題

Problems in

Hygiene and

Health



Plagues

7



Plagues：




d. 愛滋病 AIDs

e. 瘧疾 Malaria 4






a. 疫苗 Vaccine 1



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