Content Analysis on “National Identity” in Secondary Social Studies Textbooks – Focus on Historical Teaching Materials

• Main Authors: Chen Tsai-Yi, 陳采憶
• Other Authors: Chang Shu-Fang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/79759271208512295707

碩士 === 國立臺中教育大學 === 課程與教學研究所 === 98 === The study was mainly to develop a “Social Studies Textbooks National Identity Content Analyzing Category” to inspect the contents of historical teaching materials in secondary social studies textbooks, which communicated “national identity” contents via the discussion of the national identity theories. This study focused on secondary social studies textbooks of Nan-Yi version, Kang-Shuan version, and Han-Lin version, which had passed the censorship of Ministry of Education in the academic year of 2008. The main research method, content analysis, was adopted in this research to analyze the contents of “national identity” which presented findings and distributed differences in the textbooks. The main findings of this study were listed as the following: 1. According to the theories of nationalism, liberalism, and communitarianism, there were three perspectives to support “national identity,” which were “ethnic group identity,” “institutional identity,” and “cultural identity.” 2. From analyzing the whole dimensions, social studies textbooks of the three versions emphasized on “ethnic group identity.” Meanwhile, the text contents for the section of Taiwanese history all stressed the presentation of “institutional identity.” 3. From analyzing the “ethnic group identity” dimension, all contents of the three versions textbooks described the diversity of the ethnic groups. 4. From analyzing the “institutional identity” dimension, all contents of the three versions textbooks emphasized on goodness of the constitutional system meeting. 5. From analyzing the “cultural identity” dimension, all contents of the three versions textbooks described Taiwanese local culture features in detail. 6. Overall, the contents related to “national identity” in textbooks from the three different versions showed more resemblances than disagreements. Thereafter, based on the above conclusions, some suggestions were provided to textbook editors, social studies teachers, and future researchers.