A Study on Continuity and Sequence of the Taiwan History Materials between the Elementary and Junior High Schools' Social Studies Textbooks.

• Main Authors: Chou Pei-Ying, 周佩縈
• Other Authors: Chen Li-Hua
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/21862325622104406803

碩士 === 臺北市立教育大學 === 課程與教學研究所課程與教學碩士學位班 === 100 === Abstract From the perspectives of continuity and sequence of curriculum, this study analyzed the teaching materials of Taiwan history in society field of elementary schools and junior high schools in the Grade 1-9 Curriculum Guidelines. By content analysis and qualitative and quantitative analysis, this study focuses on the points below: 1. To probe into the repetition of historic characters, systems, organizations, historic events and terms in teaching materials of Taiwan history at different learning stages; 2. To probe into the repetition of figures in teaching materials of Taiwan history at different learning stages; 3. To probe into teaching materials of Taiwan history in junior high schools based on the students’ prior experience of teaching materials of Taiwan history in elementary schools. 4. To find if the instructional objectives and research conclusions of teaching materials of Taiwan history in elementary schools and junior high schools match Bloomcognitive level development. 5. To probe into more profound and universal introduction of teaching materials of Taiwan history in junior high schools, in comparison to those in elementary schools. Based on the results, the conclusions are drawn as follows: 1. Editing sequences of teaching materials of Taiwan history in two versions are not significantly different. In elementary schools, teaching materials of Taiwan history are mostly in volume 6. In junior high schools, they are mostly in volume 1 and 2 of grade 7. 2. Capability indicators of teaching materials of Taiwan history in two versions are different; they are the most significantlydifferent in junior high schools. (1) Selection of capability indicators and the related themes in two versions are significantly different. (2) In two versions, capability indicators of elementary schools refer to the students’ independent thinking and inquiry abilities. (3) Teaching materials of two versions in junior high schools tend to be presented by themes. (4) In Kang Hsuan version, capability indicators of two stages are sequential and in Han Lin version, capability indicators of two stages are significantly different. 3. In teaching materials of Taiwan history in two versions, historic characters, historic systems, organizations, historic events and terms are highly repeated at different learning stages. 4. In two versions, the content related to the Japanese Colonial Period is more repeated and regarding the political development in early Ching Dynasty, two versions are slightly different. 5. In textbooks of two versions, the figures are less repeated. At different learning stages, they try to select different figures as text description. 6. In textbooks of junior high schools in two versions, chronologies are usually included in the teaching materials of Taiwan history. In the teaching materials of elementary schools, there are rarechronologies. 7. In textbooks of junior high schools in two versions, there are more historic maps, statistics and comparative diagrams, in comparison to elementary schools. They match the junior high school students’ learning experience and capability development. 8. In two versions, junior high school textbooks highly repeat the pictures in elementary schools and are even more difficult. 9. In two versions, at different learning stages, instructional objectives are coherent; however, the numbers are different. In comparison to Han Lin version, Kang Hsuan version includes affective objectives in junior high schools. 10. In two versions, the correspondence between instructional objectives and Bloom cognitive development levels is based on memory and understanding. 11. In two versions, regarding the cognitive development levels, they focus on memory and understanding of Bloom cognitive development levels, in comparison to the elementary schools. In junior high schools, the research and discussion refers to the options and in elementary schools, they are mostly based on open-ended questions. 12. In two versions, texts related to “historic characters” in junior high schools are more profound and universal, in comparison to those in elementary schools. 13. In two versions, texts related to “historic events” in junior high schools are more profound and universal, in comparison to those in elementary schools. 14. In two versions, texts related to “historic systems” in junior high schools are more profound and universal, in comparison to those in elementary schools. Keywords: Taiwan history materials, continuity, sequence, social studies textbook