This study does not muse over memories of the past; rather, its purpose is to understand, see, and realize the “Banqiao model’s” significance, impact, contributions, and limitations to those it affected from a new perspective. Interviews and document analysis indicate that there were four major developmental periods for the Banqiao model: gestation and infancy, stable development, expansion and weakening, and transition. The Banqiao model is an important developmental model for curriculum emerging from a unique historical context in Taiwan as a result of the efforts many people with lofty ideals. It set the stage for the gradual implementation of organization formation and experimental work on curriculum. It resulted in an important contribution to curriculum framework for primary schools, textbooks, improving teaching practices and education in Taiwan. Its main limitations include the fact that it was confined to curriculum development for primary schools, a lack of diversity and flexibility, it was limited to textbooks and relevant publications, and the lack of basic research. Course reforms are the result of an accumulation of special characteristics in education over the generations. The Banqiao model emerged from nowhere, gradually gained a foothold, expanded its influence, and disappeared. It was later reborn and retransformed in Sanxia. The trajectory of its development is becoming increasingly clear and we look forward to watch where it goes.

　　In the 1980s, Banqiao Teachers in-Service Learning Center developed the elementary social studies experimental materials over the course of a long time. Due to textbook policies, the materials were transformed into the unified version of textbooks. This transformation process was a landmark in Taiwan’s curriculum history, symbolizing a paradigm shift from “curriculum making” to “curriculum development”. How were the experimental materials transformed into official curriculum? How did those with discipline-center curriculum views negotiate with those upholding experientialism during the process? These are the main discussion points of this paper. This study employed oral history, interviewing key persons who participated in Banqiao experimental materials and adapted version of textbooks from 1979 to 1993. The main findings are: (1) Due to social changes resulting from the lifting of Martial Law, the Adapted Version of textbooks contains a mixture of new and old values; (2) the Adapted Version of textbooks represents negotiations between two views: discipline- center and experientialism curriculum; (3) the experientialism which the experimental materials are based on blended with the social studies curriculum ideas of “Human and Social Science Committee” and then became the foundation of the 1993 Elementary Social Studies Curriculum Standard.

　　This paper explores how secondary school history and social studies textbooks in both Taiwan and Mainland China narrate the Holocaust. It employs content analysis to review the textbooks and brings up reflections and suggestions. Suggestions for both textbooks include increasing significant events and signifiers, adding more primary data for better understanding, embedding diverse perspectives, putting more consideration into the use of pictures and images, and discussing post-war impact and relevant measures that the government took. Taiwan’s textbooks should provide more concrete historical contexts and causes of events that focus more on definitions and important concepts. The Holocaust and related issues should be included in the main text, not only in supplementary statements. Inquiry and discussion of the issues should also be added to increase historical consciousness and encourage depth of thought. Ultimately, this paper shows our reflections on curriculum organization, narrative views, discourse types, and instructional activity designs. With the Holocaust and relevant issues, we attempt to rethink the problems of textbook design, to seek deeper meaning of history learning, and to criticize the origins of genocide and the importance of investigating peace and human rights, so as to promote the cultivation of international citizenship.

　　This paper provides an exemplar for textbook writers and teachers to design tasks for mathematical literacy and implementing them into classrooms. Mathematical literacy is the kernel focus of the current innovations of 12-year compulsory education. This paper begins by briefly introducing the significance and the meaning of mathematical argumentation. Then, a task design for conjecturing integrated into mathematics content with recognizing various triangles and its properties as an example to illustrate the meaning of transforming intended curriculum into written curriculum. It is suggested that mathematical conjecturing is an approach to evoke mathematical argumentation as one aspect of mathematical literacy. Mathematical conjecturing is an approach for illustrating mathematics as a language and mathematics as scientific pattern. Mathematical conjecturing has a power of construing a series of connected mathematics properties or mathematics concepts as an approach to enhancing mathematical literacy. Moreover, mathematics as a language and mathematics as a pattern of science are achieved via conjecturing. Students convince others via warrants and reject the arguments of others using rebuttals or they support others’ arguments via warrants or backing. This paper concludes with remarks for mathematical textbooks for textbook editors and teachers.

　　This paper analyzes the content of three technology textbooks in the United Kingdom, United States of America, and Japan and offers recommendations for the future compilation of textbooks in Living Technology in Taiwan. The content analysis method was utilized to analyze these textbooks. Analysis was based on the following categories: nature of technology, design and production, technology application, and technology and society. The recommendations of this study include: (1) The junior high school textbook should align with daily life technology application and hands-on design processes. It should be scaffolding to aid students in developing basic knowledge of and skills in creative design. (2) The senior high school textbook should align with project-based engineering design processes. It should be a handbook providing students critical knowledge and skills. (3) The technology should be a stepping stone to excite interest in learning. The design and production should focus on developing the core procedural knowledge. The technology application should be used as a resource to provide broad conceptual knowledge. The technology and society should lead reflection on the impact of technology. (4) The design and production and technology application should be the main content of technology textbook.