Content Analysis on National-Identity in Social Studies Textbooks at Elementary Schools

• Main Authors: Wen-yuen Hsiao, 蕭文淵
• Other Authors: Wei-ling Tang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/58289174066264806176

碩士 === 國立屏東教育大學 === 教育學系 === 96 === The study is mainly to develop a “National Identity Analyzing Category” in social studies textbooks based on the theory of primordialism, structuralism, and constructuralism. The contents of four kinds of social studies textbooks in Taiwan, which communicate national-identity concepts, contents and ways of presentation, are inspected. This study focuses on grade 1 to 6 of Kang Hsuan version, Nan Yi version, Han Lin version, and Jen Lin version textbooks, which have passed the censorship of Ministry of Education in the academic years of 2004. Two kinds of research methods, document analysis and content analysis, are adopted in this research to analyze the concepts of National Identity which present results and distributes difference, and to investigate the way of conveyance of National-Identity concepts in the textbooks. The main findings of this study are listed as the following： 1. In the writing content, from the whole dimension discovery, only the version of Kang Hsuan textbooks stresses “constructuralism”, whereas the versions of Nan Yi, Han Lin and Jen Lin textbooks stress “structuralism”. 2. In the picture content, the visions of Kang Hsuan and Jen Lin textbooks stress “constructuralism”, whereas the versions of Nan Yi, Han Lin, and Jen Lin stress “structuralism”. 3. Discovered by the main category, in the writing content, the version of Kang Hsuan textbooks stresses “ethnic identity”, Nan Yi textbooks stress “national legal system”, Han Lin textbooks stress “political attitude”, and Jen Lin textbooks stress “symbolic mark”. 4. In the picture content, the version of Kang Hsuan textbooks stresses “cultural identity”, Nan Yi textbooks stress “national legal system”, Han Lin textbooks stress “political attitude”, and Jen Lin textbooks stress “symbolic mark”. 5. The ethnic identity aspects： (1) Four editions textbooks all divide the “Han people” and the “aborigines” by the kindred viewpoint. (2) Use “growth ground” or “life place” description to live ground, but mention the “birthplace” less. (3) The version of Kang Hsuan textbooks emphasizes “family surname”, whereas the versions of Han Lin and Jen Lin textbooks emphasize “surname family member”, Nan Yi textbooks don''t have relative description. (4) Except for Nan Yi textbooks, the social studies textbooks emphasize “Aborigines than the Han people''s emigrants came to Taiwan earlier” and ” The Han people''s ancestry derived from Fukien and Kwangtung immigrants in Ming and Manchu Dynasties”. 6. The political attitudes aspects： (1) All four editions present the claim of the objection to snuff out to Communist China, but present the differences in description. (2) Use the positions of “foreign clans” and “our clans” to describe the political policy of governments in Taiwan. 7. The governmental organization aspects： (1) Emphasize the official authorities which are divided into two levels, the central and the local governments, and also put emphasis on their authority and service. (2) For the description position of the administrative territory, all textbooks present the differences of “the Republic of China” （R.O.C.）, “our country” or “Taiwan region”. 8. The national legal system aspects： (1) All textbook editions value democracy elections and local self-government implementation in Taiwan, but present the dissimilar democratic system in different crucial time. (2) All textbook editions emphasizing the Constitution of the Republic of China is a national basic law which is stipulated national, governmental, and people''s basic right and duty. 9. The cultural identity aspects： (1) Mandarin regarded as a national language is the mainly communicative language, lacking of mother’s tongues of the South Fukien, the Hakka, and the aborigines. (2) Express the respect and appreciation for diverse value of the east and the west religious belief. (3) The Han people’s traditional festivals mentioned in the textbooks are much more than the aborigines’ and the modern festivals. (4) Disseminate the Confucianism as the standard ethics of the family. 10. The symbolic mark aspects： (1) All social studies textbooks describe the Republic of China （R.O.C） as a national emblem and have different viewpoints of national orientations. The national emblem, the national anthem, and the national flower of R.O.C. have not mentioned. (2) The special buildings are presented with pictures, but the theme is less. (3) Emphasize Taiwan’s economic development, has already changed from a traditional industry society to an informational, scientific, and technological industry which is a global superiority primarily. 11. The correlative historical periods or the events of national identity in the textbooks present positive, negative, and neutral different dissemination standpoints. 12. Definitely point out that the national territory includes Taiwan, Penghu, Kinmen and Matsu in all textbooks, but lack of mentioning the concrete ambient islands. The suggestions to the publisher editors are as follows： 1. The social studies textbooks should increase the detailed contents introduction of 12 aborigine clans. 2. The social studies textbooks should give attention to the knowledge contents and languages of the South Fukien, the Hakka, Mainlander, and the aborigines. 3. The writing and the picture content should be symmetric each other. 4. The correlative historical periods or the events of national identity should contain positive, negative and neutral standpoints, which match the multi-discourse description in the social studies textbooks. 5. The contents of textbooks should directly point out the national territory. The suggestions to the future research are as follows： 1. Expand the research objects to other learning stages （such as junior high schools and senior high schools）. 2. Interview the textbook editors for the purpose of exploring the national-identity concepts in depth when they edited. The suggestions to elementary school teachers are as follows： 1. Teachers could analyze the national identity concepts and contents from the ethnic identity, political attitude, governmental organization, national legal, cultural identity, and symbolic mark. 2. Teachers should compare textbook contents of different social studies editions when the lessons implied the national-identity concepts. 3. In the writing content, teachers could add related contents about “national emblem” and “special buildings” by themselves. 4. In the picture content, teachers could add related contents about “communicative language” and “special buildings” if they are necessary. 5. While introducing the correlative historical periods or the events of national identity, teachers should maintain a neutral standpoint. 6. As for the controversial issues of national identity, teachers should distinguish the related contents of national orientations, the national territory, and the national sovereignty.