| Summary: | 碩士 === 國立嘉義大學 === 國民教育研究所 === 91 === This study had two main purpose. First, this study employed content analysis to examine first grades'''' Life curriculum textbooks and find how the knowledge expressed in the textbooks met the aims of Nine Year Joint Curriculum. Second, this study used questionnaires to investigate 130 teachers'''' opinions concerning Life curriculum textbooks. The results of this study were as follows:
1.About content analysis
(1) Three curriculum areas were distributed equally in four version of Life curriculum textbooks. More social studies were included in two versions of textbooks.
(2)Every version of textbooks was sexually stereotyped. Furthermore, contents of aborigine were included in four versions of Life curriculum textbooks, and inclined to the contribution approach.
(3)Every version of textbooks was designed on the basis of life experiences.
2.About survey research
(1)Most teachers acknowledged that they had to clearly understand the Standard of Life curriculum.
(2)40% of teachers objected setting up Life Curriculum. 50% of teachers thought that Life Curriculum integrating three areas was not necessary.
(3)Most teachers’ knowledge in fields of arts and humanitarianism was inadequate.
(4)70% of teachers would design curriculum to meet the needs.
(5)Teachers thought that four versions of the amount of Life Curriculum were too much, and the difficulty of the content was proper. As regard to Arts and Humanities and Science and Technology, teachers thought that four versions were inadequate and easy.
(6)Teachers’ responses to the quantity of aborigine content in every version were different.
(7)70% of teachers thought that some versions accorded with the spirit of Life Curriculum.
Based on the research findings, the researcher presents suggestions for future practices and topics for further research in the future.
Key Words: the Nine-Year Joint Curriculum, Life Curriculum, Textbook Content analysis
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