This study mainly explores from a multicultural perspective the Wushe Incident as it is presented in social studies textbooks in Taiwan, using the content analysis as research method. In the study of reliability and validity, this study employed literature on Seediq, Han, Japanese government views to develop categories and invited three raters to analyze reliability. Researchers selected 38 books for analysis, including fifth and sixth-grade social studies textbooks, junior high social studies textbooks, and high school history textbooks. This study explored descriptions of the Wushe Incident in social studies textbook and revelations concerned with the Wushe Incident in social studies textbook using multiple perspective analysis. The following conclusions were reached (1) Descriptions of the Wushe Incident in textbooks were simple and failed to present the complete cause as well as the development and consequences of the incident (2) Descriptions of the Wushe Incident in textbooks were told from the viewpoint of Han and this can easily cause students to construct a narrow understanding of the event. Finally, based on the conclusions reached, the researchers provided suggestions for textbook editors.

　　The awareness of national identity in Hong Kong has been determined by policies of government authorities. Hong Kong authorities under British rule replaced national identity by promoting international identity and Hong Kong’s own local identity. During the transition of Hong Kong to Chinese control, national identity toward China gradually increased. It has been 14 years since the 1997 handover, now, with the call for Chinese nationalism and patriotism, the Hong Kong government is trying to construct Chinese national identity ins chool curriculum.
　　This paper explores the formation of national identity in Hong Kong’s 1–9 grade social studies textbooks. Textbooks entitled “General Studies” (grade 1–6) and “Thriving Social Education” (grade 7–9) were reviewed using the discourse analysis method. Conclusions reached are as follows:

1. The textbooks directly claim that the Chinese national identity of Hong Kong citizens is legally based on the policy of “one country, two systems” and “the Hong Kong Basic Law”.
2. The textbooks bolster apolitical and cultural identity toward China by making connections to kinship metaphors, national achievements, historical hatreds, and Chinese culture.
3. The textbooks straighten further national identity using the slogan “Face the world with the motherland at your back” underscoring mutual ties of economic interests between Mainland China and Hong Kong.
4. Hong Kong’s national identity continues to feature local identity which extends to care for the world.

　　Research in both Taiwan and the West indicates that teaching processes and evaluation in most venues of education are controlled scientifically, making it difficult for teachers to develop their own art of teaching. This paper takes this problem as a starting point and employs literature analysis to study the art of teaching and image materials.
　　Three aspects of the art of teaching are considered—
　　(1)Maintaining faith in teaching as art.
　　(2)Employing questions to realize teaching characterized by rationality and sensibility.
　　(3)Creating teaching scenarios conducive to imagination.
　　As to image materials, it is suggested that teachers use practical knowledge and transform it into theories to be employed in teaching venues. Image materials in Taiwan history textbooks (the Han-Lin Version) currently used in elementary schools are utilized to illustrate the art and application of employing images.

　　This paper attempts to tease out the many meanings of the term “transformation in teaching.” First, the author studied dictionary usages, then reviewed literature in various disciplines, and finally examined what the term means in the field of education. Cross disciplinary thinking suggests that the broad meaning of this term is a principle that consists of two basic levels. The first is a personal level in which the perspectives of instructor and textbook editor are brought together. The second is a pedagogical level in which effective teaching methods are developed to transform students’ experiences. The author applies these principles to the teaching of language arts and history as reference material for teachers.