| Summary: | 碩士 === 國立雲林科技大學 === 文化資產維護系碩士班 === 97 === ABSTRACT
The first aim of this study was to assess the content of cultural heritage in the textbook of elementary social studies by content analysis based on the criteria of cultural heritage of Culture Heritage Preservation Law. The results indicated that although the content of cultural heritage is shown in the textbook of Language, Homeland learning, Integrated Activities learning, art and humanity, it is mostly presented in social studies. However, the content categories of cultural heritage in these domain textbooks are different in distribution weights. Moreover, although cultural heritage is applied into the textbook of social studies in a great quantity, it is mostly used as the illustrations for courses. Apparently, the curriculum arrangement in regard to cultural heritage education lacks of integration.
The second aim of this study was to investigate the practical problems for teachers in the field teaching when using the textbook of social studies. Based on the focus group interview, the results indicated that there exits a certain degree of differences in the recognition and teaching of cultural heritage for teachers. Most of the teachers believed that the integration of cultural heritage into social studies should start from the living surrounding of the students. This point of view is similar to the substance of homeland learning.
Finally, it is concluded that the recognition of cultural heritage for elementary students will influence their concept of cultural heritage preservation, or the continuity and creation of the content of cultural heritage in the future. Therefore, it is expected that cultural heritage would be considered as the focal point of curriculum of social studies, which further serves as the basis of humanity education.
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