Research on the Chronological Concept of Elementary Social Studies Textbooks: A Case Study of Books 1-4
This article mainly explores the characteristics of the chronological concept presented in elementary social studies textbooks 1-4, followed by recommendations. This study employed content analysis and textual analysis to analyze the textbooks, and yielded the following findings. First, the words concerning the passing of time are used to teach the concept of "sequence." Words such as "ancient, modern, traditional" are frequently used to describe the sequence of events and the distinction between the past and the present. Moreover, the dates are dominated by the Republic of China calendar. They are mostly used to represent the years in the tables and charts, to clarify the concept of change that is otherwise likely to be misleading, and to convey the modern ideology of progress. Based on the findings from the study, it is recommended that the teaching materials enhance the students’ ability to distinguish the sequence of events and calculate calendar time, as well as to recognize the broad chronological concept. It is also recommended that appropriate historical evidence and inquiry-based teaching methods be adopted to teach the concept of change.
|關鍵詞||時序概念、社會領域、國小教科書、the chronological concept、learning area of social studies、elementary textbooks|