Analysis of Taiwan High School History Education -An Analysis of High School History Curriculum in Taiwan

2021 ◽  
Vol 78 ◽  
pp. 39-79
Author(s):  
Cheng-Yu Lin
Keyword(s):  
High School ◽  
History Education ◽  
History Curriculum ◽  
School History

scholarly journals Curriculum Reform and the Teaching of History in High Schools during the Ma Ying-jeou Presidency

2017 ◽  
Vol 46 (1) ◽  
pp. 101-130
Author(s):  
Vladimir Stolojan
Keyword(s):  
High School ◽  
High Schools ◽  
Curriculum Reform ◽  
Policy Making ◽  
History Curriculum ◽  
School History ◽  
Policy Making Process ◽  
The Subject ◽  
First Time ◽  
Taiwan Independence

The last two years of Ma Ying-jeou's (Ma Yingjiu) presidency saw the eruption of a controversy surrounding proposed revisions to the high school history curriculum. Although not the first time that the subject of history has exacerbated the tensions between holders of a China-centred view of Taiwan's history and those favouring a more Taiwan-centred approach, this crisis, which took place mainly between 2014 and 2015, was undoubtedly the fiercest witnessed by the Taiwanese society in the sphere of educational issues. By putting the 2014–2015 dispute into perspective through a review of the different attempts made by the pro-Taiwan independence Chen Shui-bian (Chen Shuibian) and the pro-unification Ma Ying-jeou governments to edit the history curriculum, this article will underline the specificities of this particular controversy. This contribution will, therefore, help to shed new light not only on the perception of Taiwan's history promoted by the Ma administration, but also the policy-making process which characterised the last years of Ma's presidency.

Incorporating Women's Voices into the Middle and Senior High School History Curriculum

1998 ◽  
Vol 89 (6) ◽  
pp. 271-275 ◽  
Author(s):  
Bárbara C. Cruz ◽  
Jennifer L. Groendal-cobb
Keyword(s):  
High School ◽  
Senior High School ◽  
Women's Voices ◽  
History Curriculum ◽  
School History

scholarly journals Evaluation of Senior High School History’s Program Curriculum Implementation of Curriculum 2013 in the Province of DKI Jakarta

2021 ◽  
Vol 2 (4) ◽  
pp. 171-176
Author(s):  
Sumardiansyah Perdana Kusuma ◽  
Diana Nomida Musnir ◽  
Zulfiati Syahrial
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Curriculum Implementation ◽  
Evaluation Model ◽  
Senior High School ◽  
Data Presentation ◽  
Analysis Techniques ◽  
History Curriculum ◽  
School History ◽  
Collection Data

The purpose in this study to evaluate of Senior High School (SMA) Historys Program Curriculum Implementation in Jakarta Province. This study used the CIPPO program evaluation model includes: (1) Context, consisting of the fundamental framework, curriculum standards, and curriculum goals; (2), Input, consisting of elements of curriculum developers, principal, teacher, and student; (3) Process, consisting of planning, learning, and assessments; (4) Product, and the effect of history (5) Outcomes, consisting of history.This research is qualitative with documentation studies, interviews, and observations, which are then enriched with a quantitative data in the form of tests. Data analysis techniques include data collection, data condensation, data presentation, and conclusions. The population studied were SMAN 70, SMAN 48, SMAN 77, and SMAN 18 which implemented Curriculum 2013 and opened a class Science Social Knowledge (IPS) where the subjects of History Indonesia and History Interest in the same academic Interest in Students. The results of the study show that there is a systemic bias, starting from stakeholder understanding, curriculum documents, processes by teachers, learning outcomes, to learning outcomes in the implementation of the High School History Curriculum in the 2013 Curriculum in DKI Jakarta Province.

Tensions with international mindedness: teaching in the international baccalaureate program

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Karen Fran Chernoff
Keyword(s):  
High School ◽  
International Baccalaureate ◽  
High Stakes Testing ◽  
High Stakes ◽  
Core Element ◽  
History Teachers ◽  
Content Type ◽  
History Curriculum ◽  
School History ◽  
Diploma Program

PurposeInternational mindedness (IM) is a core element of International Baccalaureate (IB) programs. Implementation of IM varies with the type of international school and where the IB school is situated. This article seeks to understand the tensions that three teachers experienced while teaching the IB Diploma Program history curriculum.Design/methodology/approachFor this study, three IB teachers examined their experiences teaching the history curriculum. This article offers relevant research on the difficulties in implementing IM and the following tensions: (1) situating the IB curriculum; (2) with hegemonic privilege and (3) in high-stakes testing.FindingsIM can be integrated into the history curriculum to make the history curriculum relevant for the global community. While each interviewee enjoys teaching in the IB program and believes the IB history curriculum offers opportunity for IM, they also feel the history curriculum would benefit from modification. Each interviewee's points of view bring a relevancy and an authenticity for why tensions exist when teaching IB diploma history.Originality/valueThere is a gap of research in how and to what extent teachers implement IM into the IB high school history curriculum. Further, teachers' views regarding the IB history curriculum and whether the history curriculum facilitates one's teaching IM is largely anecdotal. Thus, this study is unique in its offering three interviews by IB high school history teachers on IM and the tensions they feel when teaching about and attempting to implement IM.

Sign in / Sign up

Export Citation Format

Share Document