Textbooks are the most common cultural media in schools. By studying about Taiwan in textbooks developed in their own countries, students in other countries gradually form an impression of Taiwan. Studying their textbooks and properly managing the impression presented would allow us to help influence the impression of Taiwan students in other countries form. This paper aims to explore how Taiwan history is presented in history and social studies textbooks of Hong Kong, Singapore, and Malaysia and to offer suggestions for developing teaching materials for international exchanges. To achieve the above-mentioned goals, research textbooks have been selected from Hong Kong, Singapore, and Malaysia, in particular, those by organizations which have international exchanges with Taiwan schools. The history and social studies textbooks are for secondary schools. The analytical framework consists of temporal and content dimensions. The former is to inquire which periods of Taiwan history are introduced. The latter is to examine the potential discoursal effects based on the analytical category. The results contribute to the understanding of the impression of Taiwan history presented in the textbooks of other countries and to the development of teaching materials for international exchanges in these areas.

　　Due to Taiwan’s marginalization, the distorted impression many countries have of it, and hopes to enhance mutual understanding between Taiwan and the rest of the world, this article aims to explore and compare impressions of Taiwan as expressed by Korea’s high school social studies textbooks and the Chosunilbo daily newspaper. The findings of the study can help us better understand and reflect on Taiwan’s dialectical impression between subjective status and othering from a Korean perspective, as well as any bias toward Taiwan and propose recommendations to facilitate cross-cultural understanding and reflective dialogue. The findings are as follows: 1. In terms of subjects, the textbooks and media both focus on the development of democracy and political issues. The difference is that textbooks focus on historical events and the media on industry. 2. In terms of discourse analysis, the position of textbooks tends to be relatively free of values, but the media shows a comparatively negative position. 3. The qualitative analysis shows a fragmented and specific-dimensioned impression of Taiwan. This paper recommends recognizing the importance of reflective progress process of our country and cross-cultural understanding, the necessity of national branding in image management, conducting cross-cultural combination of textbooks, studying the experience of Korea’s textbook bureau, and implementing textbook reviews.

　　Life and Ethics, the moral curriculum for elementary schools, was established in 1968. The 1968 and 1975 Curriculum Standards for this subject emphasized the indoctrination of values of traditional ethics and the cultivation of habits consistent with a moral life. They treated ethics as fixed and eternal verities. In 1987, because of political liberalization, the government was urged to reform all irrelevant institutions. The Ministry of Education commenced revising the textbooks of elementary and secondary education according to the principles of adequacy and rationality. The revised edition of Life and Ethics adopted new layout and content. At the same time, it contained an utterly new philosophy of moral education. By interviewing authors of the 1989 revised edition and analyzing relevant texts, this study investigates the new philosophy and creative layout. The most significant feature of this edition is that it places emphasis on thinking and judging moral issues, rather than committing moral norms to memory. Furthermore, most texts are narratives of ordinary life stories relating to morality. The authors devise this layout to lead pupils to think critically about moral issues.

　　The objective of this research was to compare the content of life education in primary school Mandarin textbooks used in Taiwan and Singapore. The comparative method in education and content analysis were used to explore the texts of Kang Hsuan Mandarin Textbook and Mandarin Textbook for Primary Schools. The main conclusions are as follows: 1. Text stressing “self-understanding” and “self-actualization” are common in Mandarin textbooks in both Taiwan and Singapore. 2. Both Taiwan and Singapore emphasize harmonious interaction between people as a means to resolving conflicts arising from diversity. 3. Although Taiwan has noted the importance of interaction, Mandarin textbook content centered on individual-group relations while ignoring caring for the disadvantaged. 4. Ecological sustainability is a priority in Taiwan, but few specific practices could be found in the country’s textbooks. 5. The importance of human-nature is considered important in Taiwan and Singapore, but content ratio is not equally distributed. 6. Taiwan pays more attention to spiritual independence and ultimate care than does Singapore.