| Summary: | 碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系在職進修碩士班 === 102 === "National identity" and "unification or independence issues" has been deeply influenced the political democratization and localization development of Taiwan after abolishing martial law. Education is a part of National activities. Under a democratic system, Nations become the supervisors and assistants about the involvement of Education. It is fact that Education is a media of National governing. Government, through the development and implementation of Education policies on a variety of authoritative allocation of value, will inevitably affect every student's learning and future career development.
The people’s sense of National identity can be regarded as an indicator about the meaning of National existence. For Taiwan, it cannot just rely on the political languages, like loves Taiwan, or stigmatize the political rivals to establish the National identity. As a member of Taiwan's educators, the biggest challenge is using the meaningful teaching to make students to care the future of Taiwan and discuss the content of National identity presented in the studies textbooks of social learning domain. It will help us to clarify the content of current National Identity Education. In the reform of Grade 1-9 Curriculum, in the textbooks open-door policy, what is the intension of National Identity implied on different versions of studies textbooks?
Research methods used in this study - Content Analysis, and thus illustrate the design and implementation of research methods. The conclusion of this study, the materials of National Identity have a large proportion in textbooks of Kang Hsuan and Han Lin edition. It shows that the social domain class is one of the important channels to implement the National Identity Education. Volume III has the largest proportion of National Identity materials in textbooks of Kang Hsuan and Han Lin edition.
In addition, the connotation of National Identity is classified according to "ethnic identity", "institutional identity", "cultural identity", which are used as the main categories for content analysis. "Ethnic identity" is shown the highest frequency of main categorizations, followed by "institutional identity". Yet, "cultural identity" is comparatively ignored. In the sub-categories of national identity, "survival of territory" is shown the highest frequency. In the distribution of Chinese and Taiwanese consciousness, Chinese consciousness is a very important part of content. No matter what version of the textbooks, "ethnic identity" is the highest part of the content of Chinese and Taiwanese consciousness. Neutral consciousness in all textbooks probably have 20 percent ratio. "Explanation" is the main publicity strategy of national identity in textbooks. "Comparison or illustration" and "restrictive sentences" are also used as strategies in textbooks. "Question forms" is mostly used in the activity courses and homework. "Resorting to authority" and "assault" are less frequently presented in textbooks.
Keywords: national identity, ethnic identity, institutional identity, cultural identity
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