An analysis of the nature and content of fifth- and sixth-grade social studies textbooks in the Republic of China

The purpose of this study was to analyze the nature and content of the 1995/1996 editions of fifth and sixth grade social studies textbooks in Taiwan. the Republic of China (R.O.C.) to determine if (a) these textbooks were aligned with the political, economic and social dimensions of the Taiwanese social structure; (b) the textbooks were aligned with the general and social studies goals stated in the 1993 Elementary Curriculum Standards; (c) the instructional questions contained in the 5th and 6th grade social studies student editions and teacher editions promoted the critical thinking of the future citizens of Taiwan, the R.O.C.; This study provided insights into one aspect of the political socialization of youth in a nation experiencing rapid change and transformation into a democratic society to improve elementary social studies textbooks.; The methodology of this study was a content analysis. The sentences in the student editions of the textbook were analyzed for alignment with the social structure of Taiwan and the goals of the 1993 Elementary Curriculum Standards. A random sample of instructional questions in the student textbooks, practice workbooks and teacher guides were also analyzed.; The findings and conclusions of this study included: (1) The textbooks' content was not aligned with the political, economic and social conditions of Taiwan, the R.O.C. Especially noteworthy was the omission of the events which have contributed to the democratization of the R.O.C. (2) The content of the textbooks was judged to lack opportunities for critical thinking as specified in the Elementary Curriculum Standards. Conspicuously absent in the text book was any focus on the personalities and events which were historically significant from the time of the formation of the R.O.C. government to the present. There was no discussion of the R.O.C's relationship with Mainland China, or Taiwan's diplomatic status in the world, the Communist rebellion or the relocation of the R.O.C. to Taiwan. In addition. the texts did not address the transformation of Taiwan from a centralized government into a democracy.; The instructional questions were overwhelming weighted in the three lowest levels of Bloom's Cognitive Taxonomy of Educational Objectives. This weighing coupled with the nature of the content of the texts led the researcher to conclude that the texts and questions were not effective in promoting the critical thinking skills requisite for effective citizenship in a democratic society.; Recommendations for improving elementary social studies textbooks and recommendations for further research focused on the content and questions of the text.