Abstract
As an important learning strategy, note-taking has been drawing researchers’ attention for a long time. This research analyzes features and influence factors of note-taking in used Chinese language and Mathematics textbooks for primary schools through content analysis approach and interview approach leading to the following results. Firstly, the features of note-taking in the textbooks embody in three aspects of the forms, locations, and contents of note-taking. Secondly, the important influence factors of note-taking contain individual initiatives, teachers’ lecturing speed, and the difficulty of contents. Thirdly, the note-taking contents have obvious diversities in disciplines and grade sections. Fourthly, the textbook is an important cognitive tool for pupils’ study and an important mediator for family-school communication. Fifthly, teachers have to guide pupils to develop good habits of note-taking. Sixthly, the design of note-taking function for e-textbook should take the features of note-taking in printed textbooks into consideration with the enrichment of note-taking forms and providing different note-taking tools, etc.
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Acknowledgments
This research work is supported by National Social Science Foundation of China 2011 project “Curriculum: e-Textbook for middle school” (Fund No. CCA110107).
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Chen, G., Gong, C., Huang, R. (2015). Note-Taking in Pupil’s Textbook: Features and Influence Factors. In: Chang, M., Li, Y. (eds) Smart Learning Environments. Lecture Notes in Educational Technology. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-44447-4_6
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