| Summary: | 碩士 === 國立臺中教育大學 === 教育學系教育行政與管理碩士在職專班 === 104 === Content Analysis on National-Identity in Social Studies Textbooks in Primary and Secondary School
Adviser : Tseng, Jung-Hua
Graduate student : Wang, Feng-Bin
Abstract
The objective of this study is to explore the changes in content regarding national identity in social studies textbooks used by national primary and secondary schools following several curriculum revisions between 1975 and 2016. It then analyzes the evolution of this situation, comparing the similarities and differences in national identity content in social studies textbooks in the curriculum standards (outlines) from different time periods.
This study adopted the content analysis method, and unlike other theses that have focused solely on exploring a single subject like citizens, history, or geography in either the primary school or secondary school phase, this study was the first to cover social studies textbooks of both primary and secondary schools. The following conclusions were derived.
1. Social studies textbooks in national primary and secondary schools in different time periods had an influence on shaping students’ national identity.
(1) The level of cultural identity was the greatest in the national primary school phase.
(2) The situation differed for national secondary school due to differences in phases and subjects.
(i) History (the history chapter) was applicable for ethnic identity and cultural identity.
(ii) The applicability of Geography (the geography chapter) was significantly limited.
(iii) Citizens and Morality (the social chapter) emphasized System Identity.
2. The lifting of the Martial Law in 1987 was the key that facilitated the transformation of national identity content in social studies textbooks from a focus on Mainland China to a one taking Taiwan as its core.
(1) There was rarely any record on “System Identity” prior to the lifting of the Martial Law; rather, emphasis was placed on development and education regarding individual rights, democracy and the rule of law, and the respect for pluralism.
(2) In terms of “Ethnic Identity,” there were attempts at creating identity regarding Mainland China among the people of Taiwan through education on consanguinity and worship of great man prior to the lifting of the Martial Law; the practice of great-man worship was completely abolished after the Martial Law was abandoned, replaced by the construction of the multi-ethnic nation of Taiwan nation.
(3) In terms of “Cultural Identity,” there was limited change during different time periods.
Keywords: national identity, textbooks in social learning, content analysis
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