| Summary: | 博士 === 國立屏東大學 === 教育行政研究所 === 103 === In this study, the researcher adopted content analysis and combined with semi-structure interview. This study aims to analyze the national history textbooks of public elementary schools in Japanese Colonial Period, for finding the ideology content including in the texts. The researcher investigated the concepts in the textbooks which the explicit and implicit courses conveyed. According to the discoveries and results, the researcher provided some responses and suggestions for courses researches.
According this study, the researcher reflects on these following results:
1. About the political ideology which showing in the national history textbooks in Japanese Colonial Period, the researcher found that the proportion of the category of Political Model is the highest. The second category is Political Tactic; the third one is Political Attitude; and the last is Political Beliefs.
2. About the ideology content of the national history textbooks in Japanese Colonial Period, researcher found that the emphasized points were different. The texts still were showed with the political ideology obviously. Because Japanese thought Taiwan was their colony, the main contents of the history textbooks were Japanese history. The most perspective of ideology was political, the others perspective in the textbooks were just ornament.
3. All the national history textbooks in Japanese Colonial Period were showed the defense and military construction for the main advocated part. The advocated contents were similar, all of them were emphasized war situation tragic or exploits brilliant.
4. Japanese used the national history textbooks to shape their emperor like a political model center is undoubtedly. However, the aspects which they commented on Shogun are by ruling good or not.
5. Japanese used the national history textbooks to advocate political value was much more obvious than everything.
6. About the six propagandistic tactics of Japanese Colonial Period national history textbooks, the first sequence was commendation. Overall, the alternately of category propagandistic tactics were still not so flexible.
7. Attack and commendation were the common propagandistic tactics in the national history textbooks.
8. The composition of the national history textbooks was typical praise tactic, most of them showed in the range of political tactic. Especially, the typical praise showed in the defense and military construction, political and sprit were the next.
9. Most of people who showed in the national history textbooks were men. Especially, they were Japanese national, and the political roles were the most in the textbooks. For example, they were emperor, shogun, and politicians. The result was not surprised for us.
10. The class perspective in all of the national history textbooks, Japanese did the careful segmental boundary for emperor.
11. Except the political, Japanese used others ideology to be the items for strengthen the center.
12. The national history textbooks reduced be a tool of strengthen the power of country; Japanese used the discussion of people loyal and treacherous to teach was a good valiant way.
As these results, the researcher concluded these following suggestions:
1. We cannot compose too much ideology in the history textbooks.
2. The editor should be morality and supply the fact of history in the national history textbooks.
3. We cannot use history textbooks to be a tool to instill ideology for students.
4. Researcher’s research attitude should be more approach and objective.
5. The future study can do more discussion at the part of the strengthen study method.
6. The future study can expand course analysis to integrate the content of ideology of textbooks.
7. The future study should narrow the gap of language of teaching materials for establishing the correct consensus.
8. For the future study, the researcher suggests that we should not focus on the ideology in our life and we should not let the ideology to occur the war again.
|
|---|
