An Analysis of the Controversy over the Policy of Concurrently Reviewing and Approving Publicly and Privately Compiled Textbooks

dc.creator	Mei-Hua Zhan
dc.creator	Chih-Ling Peng
dc.date	2011-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:05:14Z
dc.date.available	2015-07-20T22:05:14Z
dc.identifier	1999-8856
dc.identifier	1999-8864
dc.identifier	https://doaj.org/article/ff07c6cf36d74e6ea529d87ed439de5f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/9607
dc.description	Textbooks determine the thinking and direction of education in developing democratic countries. In Taiwan, especially, since the implementation of the grades 1-9 curriculum reforms, the textbook opening-up policy has become a key issue that must be squarely faced as curriculum reforms are carried out. Following implementation, however, the pragmatic advancement of textbook approval policies, including a parallel system which includes both textbooks compiled by government and private organizations, should be allowed to serve as a fine-tuning mechanism employed by the Ministry of Education(MOE) to mitigate the impact of the textbook opening-up policy.Building on earlier studies, this paper collected reports published between 2002 and 2008 reflecting opinions on this subject, including a number of articles with different slants taken from the China Times, the United Daily News, the Liberty Times, Legislative Yuan communiqués, and official MOE documents to understand trends in the development of textbooks for primary and secondary schools in order to evaluate and carefully consider these trends and further to propose suggestions regarding the role the government should play in the nation’s textbook market to guarantee textbook quality, from curriculum planning, textbook editing, trial use, and selection to evaluation and feedback, to facilitate the establishment of a sound mechanism and an agency tasked with the study and development of curriculum to perform long-term, systematic research and development on teaching materials to serve as grounded research to lay a foundation for the successful reformation of curriculum and textbooks.
dc.language	Chinese
dc.publisher	National Academy for Educational Research
dc.relation	http://ej.naer.edu.tw/JTR/ccount/click.php?id=55
dc.relation	https://doaj.org/toc/1999-8856
dc.relation	https://doaj.org/toc/1999-8864
dc.rights	CC BY-NC-ND
dc.source	Journal of Textbook Research, Vol 4, Iss 1, Pp 1-30 (2011)
dc.subject	textbook
dc.subject	textbook reform
dc.subject	textbook review and approval policy
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	An Analysis of the Controversy over the Policy of Concurrently Reviewing and Approving Publicly and Privately Compiled Textbooks
dc.type	article