The Reconstruction of Textbooks in the Nine-year Articulated Curriculum After Textbook Release: Reconstructing Social Studies Textbooks as Example Author: Yi-Ying Huang(Center for Teacher Education, Feng Chia University)

Vol.&No.：Vol. 45, No. 2
Date：October 2000
Pages：17-36
DOI：10.3966/2073753X2000104502002

Abstract：

It is admitted that teachers and students in the elementary and middle school have been overdepending on textbooks while teaching and learning. This phenomenon reminds educators of renewing the paradigm of textbook construction so that such overdependence can be transferred into a power for facilitating educational changes. Although the textbook policy was released in 1996, the theory and practice of textbook design and usage however have not been relatively reconstructed. Thus, the purpose of this paper is to probe the necessity and possibility of textbook reconstruction from the textbook release viewpoint, and reconstruct social studies textbook as example. First, discussed are the meaning and current situation of textbook release, and the role of textbooks in the educational system. Second, the structure and content of social studies in the nine-year articulated curriculum is analyzed so as to decide the domain for choosing textbook materials. Third, constructed are four interconnected models of integrated curriculum, applied as the theoretical framework for developing the social studies textbook model. Fourthly, presented are four textbook models for social studies, and then ten strategies for textbook reconstruction. Finally, the prospect of textbook reconstruction is claimed.

Keywords：the nine-year articulated curriculum, social studies, textbook reconstruction, textbook release, models of integrated curriculum

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