| Summary: | 碩士 === 國立臺中教育大學 === 教育學系課程與教學碩士班 === 102 === A study conducted a content analysis to discuss textbook stories and changes of trend in junior high school Chinese textbooks edited in eight periods, including the Curriculum Standard of High School in 1952, amended Curriculum Standard of High School in 1962, the Curriculum Standard of Junior High School in 1968, the Curriculum Standard of Junior High School in 1972, the Curriculum Standard of Junior High School in 1985, the Curriculum Standard of Junior High School in 1994, the Provisional Curriculum Guideline for Elementary School and High School in 2000, and the Mandarin Course of the Grade 1-9 Curriculum Guidelines in 2008. In 2003 and 2011, since the curriculum guidelines were slightly amended, they are not included in this study. According to research findings, this study proposes the following conclusions:
1. Quantitative analysis result of stories in junior high school Chinese textbooks in eight periods
1) Before 1968, in Chinese textbooks, there were more historic and geographic stories than life stories. After 1972, texts of life stories increased significantly.
2) In four categories of stories, fewer lessons in Chinese textbooks are related to the subject of natural science and imaginative stories (less than 25%). The percentage of stories of natural science is the lowest among the four categories.
2. Qualitative analysis results of stories in junior high school Chinese textbooks in eight periods
1) In Chinese textbooks of 1952, in life, historic, and geographic stories, the themes were mainly related to brave fighting and heroic sacrifice.
2) In Chinese textbooks of 1962, historic and geographic stories were the main texts; however, Mandarin and traditional culture were important to fulfill national spirit. In this period, the texts were patriotic.
3) In Chinese textbooks of 1968, they not only matched the curriculum standard at the time to stimulate patriotism and promote Chinese culture, but also cultivated scientific spirit. Hence, in the subject of natural science, there were stories of scientists and inventors.
4) In Chinese textbooks of 1972, one objective was added to the Curriculum Standard of Junior High School: to cultivate complete people with balanced development of morality, intelligence, physical education, and team work. Thus, life stories increased significantly.
5) In Chinese textbooks of 1985, since Chiang Kai-shek was deceased in 1975, articles in memory of Chiang Chieh-shih were added; in historic and geographic stories, with the change of time, stories of patriotic and loyal historic characters were changed to characters of justice and integrity.
6) In Chinese textbooks of 1994, they matched the curriculum standard at the time: to cultivate optimistic and hard-working teenagers. Life stories changed from “enlightenment” to “self-reflection of life”.
7) In Chinese textbooks of 2000, aboriginal literature demonstrated the change of time, and the stories became more multiple and local.
8) In Chinese textbooks of 2013, with texts of ocean literature, the vision was expanded to ancient, modern, domestic, and foreign historic stories.
Finally, according to research findings, this study proposes suggestions for articles in junior high school textbooks and future research.
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