Textbook Revision Research Articles

On the Educational Significance of Historical Textbooks for Adolescents' Ideological Consciousness, and Their Impact on Sino-Japanese Relations — Taking the Changes in Narrations on the War of Resistance against Japan in Chinese and Japanese History Textbooks as an Example

Significant disparities exist in the narratives of the Sino-Japanese War (1931-1945) as presented in Chinese and Japanese history textbooks. Both countries, influenced by their unique political, economic, and cultural stances, have made diverse revisions to their history textbooks at different times. This paper compares narrative changes in the history textbooks of both countries, contending that textbook revisions aim to shape adolescents' ideological consciousness and historical perspectives, influencing their political socialization tendencies and behaviors. As Japan refashions its historical textbooks, it impedes the young generation's ability to glean insights from history, potentially cultivating a cohort characterized by unwarranted arrogance yet lacking a sense of responsibility. The ongoing discourse surrounding historical textbooks consistently rekindles poignant memories among the Chinese populace, instilling fears of Japan repeating the errors of militarism and consequently, fortifying the younger generation's recollection of a humiliating past. China and Japan, not only wielding significant influence on regional security in East Asia but also playing pivotal roles in global peace and stability, should embrace equitable and amicable exchanges. Such exchanges can foster increased mutual trust and reciprocal benefits, representing the appropriate path for China and Japan, nations separated by a narrow body of water with a longstanding history of friendship.

History teaching in Russia and Ukraine: the revision of school textbooks in a comparative perspective (1991-2014)

This article aims at presenting some relevant aspects of the heated historiographical debate on the evolution of the teaching of history and on the revision of textbooks performed in post-Soviet Russia and Ukraine. The introduction will describe the beginning of the renewal process of history teaching undertaken in the years preceding the fall of the communist regime (December 1991). The first part and the second one will analyse the main features of the textbooks revision process in the two countries, Russia and Ukraine, after 1991, focusing on the most popular textbooks and interpretation changes in the textbooks published after 2000. The Russian invasion of Ukraine was the culmination of a process of geopolitical instrumentalization of history that led to the separation of the history shared between the two countries.

A Review of the Relationship between Curriculum, Teaching and Textbooks

The course provides direction and framework for teaching, and plays a guiding role in the compilation of teaching materials. The textbook is the specific content basis of the teaching process, which is permeated with the goal, nature and concept of the course. Teaching is the subjective initiative practice of teachers and students under the restriction of curriculum and teaching materials, and its practical results also have feedback and influence on curriculum development and textbook revision. The three factors influence each other, complement each other and are indispensable.

서사문의 추론 단서 유무에 따른 인물 감정 추론의 차이

Purpose: This study aimed to analyze the differences in personal emotion inference based on the presence of inference cues, confirming the possibility and validity of textbook revisions to enhance reading comprehension.
 Methods: A test consisting of passages without inference cues (Type X) was administered to 497 high school students, while a test consisting of passages with inference cues (Type O) was administered to 477 high school students to assess personal emotion inference. Based on the response data, differencesin personal emotion inference were examined by test type, gender, proficiency level, and emotion type.
 Results: Firstly, students who read passages with inference cues demonstrated more accurate personal emotion inference compared to those who read passages without inference cues. Secondly, the average differences between passages with and without inference cues were confirmed across gender andproficiency levels. Thirdly, inference cues were more effective in facilitating negative emotion inference compared to positive emotions.
 Conclusion: The addition of inference cues to narrative texts should be considered as an innovative approach for textbook revisions aimed at enhancing reading comprehension.

What Moroccan schools can learn from Japanese moral education?

The aim of this research is exploring and adapting Japanese moral education policies and practices to enhance the Moroccan education system without interfering with its historical, geographical, and sociocultural context. 
 Using a comparative approach and content analysis method, we identified shared and distinct features in both systems, highlighting the strengths of the Japanese side.
 The research concerns an in-depth analysis of four Japanese elementary school moral education lessons. Its shows that teachers employ a constructive learning theory, acting as facilitators, encouraging students to construct their own knowledge. Positive feedback and absence of punishment for incorrect answers were observed.
 Formative assessment is a formal practice where students provide comments at lesson end, allowing precise evaluation of understanding. Japan's moral education offers flexibility for teachers to customize materials as needed. Emotional engagement and depth in moral education classrooms are noteworthy.
 Drawing from one year-long research at Naruto University of Education in Japan, we attribute Japan's moral education success to distinct practices, regular curriculum updates, and textbook revisions. However, the cooperation of homes and communities and the societal promotion of moral education are equally vital for this achievement.

Comparison of the different types of visual representations integrated into the contents of the United States and Turkish middle school life science textbook units

The goal of the study was to compare how visual representations were integrated into the contents of the U.S. and Turkish textbooks used in life science. Data was collected from 6th, 7th, and 8th grade middle school topics common to both countries. Content analysis was used to analyse visual representations in textbooks. The visual representations were coded into five categories representative of the level of integration. Findings of the study revealed that many representations in Turkish textbooks were not designed with enough labels and captions compared to the U.S. one. This limited the function of the images in the textbook. The implications for textbook revisions aimed at improving the use of visual representations in the classrooms are discussed.

Politicizing ‘Learning by Doing’: Shiono Naomichi and the Cultivation of the ‘Japanese Spirit’ in Primary and Secondary Science Education in Japan from 1931–1958

AbstractThis article traces the development of the wartime Japanese curriculum, which was deliberately designed to implement ‘Japanese’ approaches to science, and its relation to the previously dominant educational approach, learning by doing. It examines the work of Shiono Naomichi (1898–1969), who served as the curriculum and textbook revision director for science and mathematics in the Ministry of Education from 1924 to 1944 and also authored several important textbooks up to the 1950s. While authoring two textbook series in the 1930s and 1940s, respectively, Shiono used learning-by-doing methods to implement ‘Japanese’ ways of thinking within his texts, in response to the demand for the promotion of Japanese spirit. In the succeeding post-war era, Shiono attempted to conceal the relevance of his pre-war and wartime textbooks to the wartime promotion of ‘Japanese’ thought processes and insisted on the educational superiority of his own textbooks over post-war American-style progressive textbooks. By analyzing his shifting claims on wartime education in relation to progressive educational thought, this article portrays the political function of science education and its concealment in post-war Japan. The rediscovery of the political implications of wartime textbooks, as well as a re-examination of their influence in post-war science textbooks, will enable us to critically scrutinize the political features of contemporary Japanese science education.

Identity and conflict

The study sheds light on several important aspects in the field of textbook research and history didactics. The introduction presents the most significant professional events of the European history didactic discourse in recent years and new approaches to the scientific field, in all of which international cooperation plays an important role. Reasons for the general and professional interest in history teaching and history textbooks and the origin of textbook research are also presented. The history of international textbook revisions, interrupted by the world wars of the 20th century, the types, effectiveness, goals, and results of transnational cooperation are also introduced. Finally, the study details the changing results and products of some cross-border projects, paying special attention to the exemplary French-German textbook revision, the Polish-German, Scandinavian, Slovakian-Hungarian, European perspectives, and Asian and African examples that rarely appear in Hungarian textbook research. In the conclusion of the study more than a dozen collaborations are summarized based on continent, duration, nature of participants, and function. Among the results two categories are established as the main goals: regional identity building and conflict resolution.

2022개정 초등 국어 교과서 개발 방향

Objectives The purpose of this study is to describe the development direction of Korean text ooks according to the 2022 revised Korean language curriculum. Understanding the development direction of new textbooks will help drive changes in Korean language classes in elementary schools.
 Methods Through literature research, Schwab (1973)'s four common elements of development were analyzed in terms of subject, learner, teacher, and environment, and the new textbook's revision focus, unit composition system and development method were presented.
 Results The focus of revision of new textbooks is textbooks that reflect the fixedness and creation of Korean subjects at the subject level, textbooks that strengthen student initiative at the student level, textbooks that guarantee teacher autonomy in operating the curriculum at the teacher level, and language media Hankyung and Hankyung It is a textbook that covers a virtual environment. The structure of 『Korean』 is composed of preparation → sub-unit 1, sub-unit 2 → practice. And 『Korean Activities』 consisted of skill development → self-reading.
 Conclusions Based on these results, the new textbook's revision points and unit composition system were presented. The unit of the new textbook has a unit structure, and the unit structure type is a mixture of goal-centered and text-centered types. in the meantime the unit composition type of Korean textbooks has been goal-centered for about 40 years, from the Korean textbook of the 5th curriculum period in 1987 to the Korean language textbook of the 2015 revised curriculum period. However, in this 2022 revision Korean textbook, the unit composition type has been changed to a mixed type of goal-centered type and text-centered type. changed to a mixed type. This change in unit composition is a big change in the historical aspect of elementary Korean textbooks.

Nationalist Interests in the Intellectual Cooperation Work of the League of Nations: The Case of Portugal

How did Portugal confirm its national interests while integrated into an institution that promoted visions of an international community? This article addresses the central question of this peripheral country's response to two proposals put forward by the Organisation for Intellectual Cooperation in the 1930s inter-war period: the revision of textbooks and the use of broadcasting for peace. After a brief analysis of the institutional aspects and Portugal's integration into the system of intellectual cooperation, the article examines how Portugal addressed two issues of national relevance in a transnational context. Based on extensive archival research, this article starts from the premise of whether Portugal's nationalist stance prevented it from adhering to two resolutions that sought moral disarmament. More broadly, this article aims to contribute to the renewed interest in revisiting the history of the League of Nations by focusing on projects devised by the technical organs of intellectual cooperation.

Representations of girls and women in a Saudi Arabian family education curriculum: a content analysis

This paper reports on a content analysis of Saudi Arabian high school Family Education curriculum, examining how girls and women are represented. The textbooks were published after the launch of the Saudi Vision 2030 reform initiatives. Considering previous research on school textbooks’ contributions to youth self-image formation and confidence development, the Family Education curriculum was optimal for examining contemporary representations of Saudi girls and women. Content analysis was conducted on the Vision 2030 documents to discern specific principles of women’s empowerment. This study presents a framework highlighting significant elements that provide a better understanding of inequalities in the textbooks portrayals of women that guided the recommendations for future changes. Four themes were constructed: Awareness of Women’s Rights and Responsibilities, Exclusion, Stereotypes, and Lack of Female Role Models. Together, these themes indicate inklings of positive change, as well as enduring inequality. They suggest a gap between the 2030 Vision goal to empower Saudi women and high school textbooks which effectively underrepresented women as equal partners in the country’s development. Revision of textbooks is required in light of the country’s new vision.

COMPREHENSIVE APPROACH TOWARD PROFESSIONAL ORIENTATION OF MEDICAL STUDENTS DURING THE COURSE OF MEDICAL BIOLOGY

The system of higher education and, in particular, medical education is facing the challenge not only to equip students with certain sum of knowledge, to preparing competent and competitive specialists, but to foster deep moral and ethical principles and the right perception of professional. Nowadays, higher medical education should not only provide high-quality training of globally competitive specialists, but teach the m to act as leaders in reforming the health care sector and implementing the social priorities of the state. Therefore, raising the quality of education at medical universities is a key task of lectures and clinical instructors. This requires constant improvement of the effectiveness in the organization and digitalization of the educational process, the implementation of scientific advances and technologies into teaching practice, ensuring the high professionalism of teachers, creating modern educational and methodological support for delivering disciplines of medical-biological and medical cycles. The training of a highly qualified specialist and the formation of the personality of a future doctor who will be able to perceive the necessary information, independently obtain and use it, and solve complex professional tasks is the main goal of the educational process at the Department of Biology. Therefore, at the very early stages of teaching the discipline, scientific and pedagogical staff of the department put a lot of effort to fostering students’ ability to analyze and systematize the theoretical knowledge, to create their own algorithms for solving situational and clinical problems, that is, they outline the professional direction of training and laying the foundations of clinical thinking. The department implements a comprehensive approach, which includes: publishing and revision of text-books, creating test banks, compiling sets of additional materials for assimilation of theoretical knowledge and practical skills in accordance with the curriculum, mastering professional terminology, solving situational tasks, and building up creative interaction between students and teachers.

지역 정체성을 통해 바라본 초등 음악교과서 분석

Objectives From a regional perspective, Jeju-related songs and Characteristics of Jeju folk songs included in elementary music textbooks, Understand the distribution and notation of Jejueo, culture and festivals. Based on cultural identity, we seek the direction and tasks of textbook revision in terms of the transmission, preservation, and development of Jeju culture.
 Methods Analysis of 34 music textbooks revised in 2015 for a total of 4 grades from 3rd to 6th grade of elementary school, All contents related to Jeju being described were extracted, Jeju-related songs with musical scores, and all songs related to Jeju described regardless of musical scores were checked. By extracting all contents related to Jeju including Jeju language. It was analyzed by concentrating on deriving the current status and problems.
 Results Except for one textbook, Jeju-related contents are relatively faithfully recorded, there are many work songs, mainly musical characteristics are not defined, and they are described as folk songs with a strong local color composed of Jeju-do's unique dialect, and various Jeju words are used. It can be seen that there are differences in the interpretation and notation of Jejueo in each textbook and Jeju Chilmeoridang Yeongdeung-gut and Jeju Haenyeo culture.
 Conclusions Differences must be acknowledged, education must be conducted from the perspective of diversity, Thinking of the educational meaning of various Jeju cultures that were positive in preservation, not negative historical isolation, In the future, it is necessary to clearly describe Jejueo, Jeju folk songs, and Jeju myths in the compilation of music textbooks.

Textbooks, students and teachers talk around gender: A new materialist approach to children's agency

Theoretically anchored in Butlerian and Baradian approaches to gender performativity, this study scrutinized Athenian elementary pupils' understanding of gender-normative discourses in textbook illustrations and their teachers' capacity to identify such discourses. The findings revealed that educators were unaware of the prevalence of gendered discourses in textbooks and did not make substantive efforts to diminish their harmful effects on pupils’ perceptions of gender. Children, however, are agentic subjects who negotiate gender discourses idiosyncratically. This study argues that introducing non-sexist curricula is not sufficient for combating sexism in education; textbook revisions need to be accompanied by in-service gender-training courses for educators.

중학교 기술교과 교구⋅설비 기준 개발 연구

Objectives The purpose of this study is to provide basic data for the operation and activation of effective technical curriculum education in the school field by developing middle school technical curriculum teaching tools and facilities standards for future technical education. Methods To this end, the basic direction of the study was derived through analysis of the technical curriculum, consideration of the future education paradigm, prior research related to the technical lab, and literature analysis. Through the analysis of 12 kinds of technology and home textbooks and the analysis of teaching aids and facilities standards of 17 metropolitan and provincial offices of education, the theoretical basis for the development of teaching aids and facilities standards for middle school technology subjects was established. To this end, the FGI Expert Council, two FGI surveys, and validity verification using CVR values were conducted. Results Through the FGI Expert Council consisting of 10 technical education and engineering education experts, we discussed classification of areas of teaching and equipment standards, importance of safety-related teaching tools and facilities, textbook analysis, and modernized technology room case studies. The developed draft conducted a Delphi survey of 20 technical education experts to verify the validity. For each item of the draft parish and facility standards, the validity average, standard deviation, consensus and convergence, and CVR values were analyzed, and the final version of the middle school technical curriculum was developed by reflecting expert opinions. Conclusions First, the standards for teaching aids and facilities of technical subjects need to be revised according to the revision of curriculum and textbooks in the same way as other subjects (science, physical education, early childhood, special, etc.). Second, it is necessary to flexibly apply it according to the size and characteristics of the school, referring to the specifications, required standards, and essential/recommended conditions along with the items in the notice of teaching aids and facilities of the metropolitan and provincial offices of education. Third, since this study developed the minimum parish and facility standards for conducting practical activities, unit schools need to have parish tools and facilities other than the suggested standards as necessary.

Significance of Argumentation Tasks in Vietnamese Geography Textbooks Following the Competency-based Curriculum Reform

This article focuses on the promotion of argumentation skills in Vietnamese geography teaching, which are not only relevant for understanding subject contexts but also for evaluation and critical reflection processes. An earlier study in this context showed that limited argumentation tasks are incorporated into the central medium of instruction, the textbook, and that this competence is rarely promoted in the classroom (Nguyen, 2018). However, a curriculum reform and revision of textbooks is currently taking place in Vietnam, alongside a liberalisation of the textbook market. As the main goal of the reform is competence orientation, this article examines the extent to which the importance of promoting argumentation competences through specifications in the new curriculum and tasks in new textbooks have increased in comparison to the previous study. The results suggest that there are few developments in this area, which are further discussed in the conclusion, in the context of the global challenges for implementing competence orientation through curricular.

교과서 구성 틀로서 ‘조선 초기 자주적 민족문화의 발전’과 그 비판

This study aims to identify textbook narratives and critically examine their influence through textbook analysis on the National Culture of the early Joseon Dynasty. This approach stems from my research interest in trying to deconstruct any textbook narratives which provides frameworks of organizing specific topics in instructional explanation as well as units in history textbooks. To foster historical thinking and deconstructive reading, it seems to be necessary to expose the characteristics of textbook narratives which would lead to reveal the constructing process and reality of textbook narratives. Specifically, the analysis was made with focus on ''the Development of Independent National Culture in the early Joseon Dynasty'' which plays a role of a textbook narrative throughout a series of National Curriculum revisions and textbook revisions. Such a textbook narrative was identified to provide a framework of decide, exclude, and describe historical facts to create a particular story of the National Culture of the early Joseon Dynasty. Compared to previous history textbook reviews focusing on factual errors, exaggeration, and biased descriptions, this study can be characterized to emphasize the way to read in a deconstructive way based on close examination of textbook narratives. Since the textbook narratives are to reproduce corresponding to public demands of present values and civic engagement, this study strongly suggests that students need to learn how to read historical documents argumentatively not by avoiding existing textbook narratives but by actively deconstructing them.

Textbook Evaluation and Quality of Business Studies Textbook in Secondary Schools in Kenya

Business studies textbook when appropriately revised encourages understanding of facts as required by the curriculum upholding independent learning among learners leading to increased academic achievement. Business studies textbook provides ways through which curriculum instruction can be realized fast-tracking actualization of learning objectives among learners across school system in Kenya. However, textbooks that are rarely reviewed may interrupt realization of specific objectives limiting acquisition of requisite skills degrading learner’s mean score in business studies. The study adopted exploratory research design through qualitative approach to data collection and analysis. Content analysis was used for data analysis. Summary of content analysis showed that textbook revision was necessary in ensuring quality textbook. Further analysis showed that Process of appraisal, Scope of curriculum, Complexity of syllabus influence quality of instruction content in textbook encouraging learning and acquisition of skills. Therefore, it was recommended that content of business studies textbook to be relevant to learner’s cognition to accelerate learning.

Vocabulary Research of English Textbooks for Primary and Secondary Schools

Vocabulary is the foundation of language and plays an important role in language learning. Vocabulary teaching has been paid more and more attention at home and abroad.Whether the vocabulary of English textbooks for primary and secondary schools can meet students' learning and information exchange needs is a question worth exploring.This paper analyzes the vocabulary of English textbooks for primary and secondary schools and shows their usage and coverage in different real language communication activities, which provides statistical reference for the selection and revision of English textbooks for primary and secondary schools in the future.

The Effect of Competency-Based Curricula on the Promotion of Social Values and Civic Education in the Pre-University Education: Case of Kosovo

This study investigates teachers’ understanding of the competency-based curriculum framework. In addition, it investigates teachers’ opinions on the promotion of civic education and social values through the curricular framework, and what impediments teachers face in implementing the curriculum on the civic education subject. A questionnaire, including structured and open-ended questions, was developed and distributed to 318 teachers. Findings of this study indicated that the majority of teachers understand the curricular framework including core and subject curricula, related to civic education and social values. In addition, findings indicate there are inadequate textbooks and insufficient professional development and training of teachers. Findings also indicate that inappropriate infrastructure and adequate equipment have a negative effect on the implementation of competency-based curricula. Recommendations highlight the need for a revision of textbooks based on the curricular framework provisions and additional training of teachers on implementing the competency-based curriculum. In addition, there is a need for providing adequate working conditions for teachers. Recommendation for future research is to include other factors such as students’ performance and outcomes of the educational process. 
 
 Received: 15 November 2021 / Accepted: 20 January 2022 / Published: 5 March 2022