Abstract
School-based textbooks are essential tools for implementing school-based curricula, cultivating students’ individuality, leveraging teachers’ strengths and highlighting school characteristics. This study investigates and analyzes the current state of school-based textbook development in primary and secondary schools, revealing common issues such as inadequate policy frameworks, low-quality textbook writing, and a lack of review and filing systems. These problems significantly hinder the quality of school-based textbooks and the teaching quality of school-based curricula. In response, this study offers the following recommendations: (1) to legally and procedurally regulate school-based textbooks and enhance the planning and management of their development; (2) to optimize topic selection and focus investments to ensure the quality of textbook writing; (3) to establish comprehensive, scientific and highly operable standards for textbook review.
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