The purposes of this research were¡G¡]1¡^to understand the aims of learning content of different textbooks.¡]2¡^to uncover learning content of different textbooks.¡]3¡^to offer feasible suggestions according to the results. This research adopted content analysis approach and interview to analyze the volume 5-8 learning content of different textbooks ¡]Kaohsiung Chien-Kou textbooks , Nani textbooks , and Kingan textbooks¡^censored from Ministry of Education in 2006. The conclusions of this research were as follows¡G 1. Education aims¡G¡]1¡^Chien-Kou textbooks¡GThey put emphases on communication,ethnicism,multi-culture,localism,and culture learning.They should add ability targets in the teacher guidebook.¡]2¡^Nani textbooks¡GThey put emphases on communication,language cognition, and tender regards.They should add multi-culture, localism,and ethnicism.¡]3¡^Kingan textbooks¡G They put emphases on communication and decompressing learning.They should add multi-culture,localism,ethnicism ,and edit language with academic attitude. 2. Education content¡G¡]1¡^Chien-Kou textbooks¡G They put emphases on literature and objectivity.They should enhance teaching aids, and decrease quantity and difficulty.¡]2¡^Nani textbooks¡GThey put emphases on literature,proverbs,songs,pictures,and sentence patterns.They should enhance conversation,nativism, multi-culture,vocabulary,and life practicality.¡]3¡^Kingan textbooks¡GThey put emphases on life practicality,timeliness, pictures,songs, and variety.They should strengthen sentence patterns,multi-culture,and proverbs edited in lessons. 3. Education organization¡G¡]1¡^ Chien-Kou textbooks¡GThey put emphases on mentality,concentric circles rule, and ranking.They should enhance to discriminate difficulty among Grade 3-4,and variety.¡]2¡^Nani textbooks¡GThey put emphases on mentality ,ranking,timeliness,and integration.They should enhance continuation,large unit integration,and variety.¡]3¡^Kingan textbooks¡GThey put emphases on ranking,continuation,horizontal integration,and mentality.They should enhance variety, difficulty link among Grade,and large unit integration. 4. Education methods¡G¡]1¡^Chien-Kou textbooks¡GThey put emphases on steady language teaching.They should enhance multi-alacrity, connection with home and school,and teaching aids.¡]2¡^Nani textbooks¡GThe best character is written by on-the-job teachers. They put emphases on connection with home and school,adaptive learning, and systematic language learning.They should enhance teaching aids and words.¡]3¡^Kingan textbooks¡GThey put emphases on multi-alacrity.The best parts are decompressing and natural learning.They should enhance connection with home and school, and dynamic teaching games. 5. Education assessing¡G¡]1¡^Chien-Kou textbooks¡GThe best character is to combine teaching with assessing.They put emphases on cognition.They should enhance mentality,diagnosis,alternative assessing,the teacher guidebook edition,and add some easy assessing.¡]2¡^Nani textbooks¡GThe best characters are multi-adaption,cooperation between teachers and parents, and formative assessing.They put emphases on mentality.They should enhance diagnosis,alternative assessing,and design techniques to complete assessing easily.¡]3¡^Kingan textbooks¡G Having no pressure and learning easily are the greatest characteristics. They put emphases on technical ability.They should enhance mentality,diversification,diagnosis,alternative assessing, and improve the degree of difficulty. In accordance with the results of this research, suggestions concerning aspects of the textbook publishers,authorties,schools and teachers were put forward. Follow-up studies were also proposed.

Taiwanese Languages Curriculum in a Third Grade Class of Elementary school Li-Shu Huang Abstract This is a case study on a grade three class in Kaohsiung municipal Da-Ai (A pseudonym) elementary school. The core issue was to teach Taiwanese proverbs with the integration of gender equity ideas, including topics of based on ¡§gender equity in a multi-culture society¡¨ and ¡§related issues in gender rights and interests¡¨ in the Nine-Year Integrated Curriculum Guidelines. The purposes of the study was to discuss the development process of gender concepts of grade three students in elementary school before and after taking the integrated course instruction, to know the academic achievements and the predicaments of students¡¦ learning. This research adopted qualitative research methods for collecting data by observations, interviews, worksheets and reflection checklists; to analyze data with frequency & T-test statistics, and then to make conclusions and suggestions wishing to be a reference in future integrated instruction. According to the above research purposes, the conclusions were as follows¡G A. Students¡¦ gender equity awareness¡G 1. Before instructions, students have their own gender stereotypes. 2. The students¡¦ stereotypes can be clarified and the viewpoints of gender equity can be built through instructions. 3. Through learning and sharing, the students can learn how to protect their body, deal with the crises and estblish the human relations. B. Integrated curriculum instruction¡G 1. The use of multiple instructions can stimulate reflections on gender concepts from both teachers and students. 2. The students admired the attempts of integrating gender equity ideas into Taiwanese language instruction. 3. The instruction can raise parents¡¦ attention toward children¡¦s gender attitude. 4. The integration of gender equity ideas into Taiwanese language curriculum ¡® instruction can have positive inpact on boys and girls¡¦ gender awareness, particularly in the case of girls. 5. Multiple instruction models of Taiwanese language curriculum can raise the interests on students¡¦ learning. 6. The integration of gender equity ideas into Taiwanese language curriculum ¡® instruction can help students use Taiwanese in their daily lives. Based on the findings, the researcher provided several suggestions as follows¡G A. We should implement gender equity education with the help of household education. B. We should create an envivonment with non-sexual discrimination and stereotype learning in order to support the teachers implementing multiple instructions. C. The teachers should develop reflecting abilities on gender concepts. D. The integration of gender equity ideas into Taiwanese should be diversified. E. The teacher self-made inventory on gender equity attitude should be further revised. F. The number of research class and samples should be increased.