The Content Analysis of Social Reconstruction in Higher Grades Social Studies Textbook

• Main Authors: Jing-Yi Yao, 姚靜怡
• Other Authors: 林佩璇
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/73396188719286954435

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 95 === The research aims at examining the content of social reconstruction and the teaching strategies to practice social reconstruction in higher grades social studies textbook. Furthermore, integrating the outcome of research offers editing the textbook of social reconstruction approach as the reference resources. The conclusions and suggestions of the research are as follows: The characteristics of curriculum content in existing text edition as below: 1.The proportion of four main contents is quite different. 2.The distribution of topics is quite different. 3.The history and geography subject imply the content of social reconstruction. 4.The curriculum topic toward social reconstruction. 5.The parts needed to be strengthened are as follows: (1)Susceptible topics need to be noticed. (2)The curriculum content of citizen action is over-lack. The characteristics of teaching strategy to practice social reconstruction in existing text edition are as follows: 1.The teaching strategies are complementary to the lack of curriculum content. 2.The teaching strategies are innovated progressively. 3.The parts needed to be strengthened are as follows: (1)The notice in teaching strategies of social inquiry aspect is much more than in teaching strategies of social action aspect. (2)Improving the issue-centered social inquiry teaching strategy. The suggestion of the research in editing text are as follows: 1. Consider the proportion, extent and depth of the distribution of topics in social reconstruction curriculum design. 2. The balance of using the teaching strategies to practice social reconstruction. 3. Using the thematic form proceeds the designated topic exploration and teaching. 4. The sensitive topics must be transformed to deals with. 5. Focus on the teaching strategies in social action level.