After 1968, most Chinese textbooks were compiled by editors, and authors on the Editorial Committee. How did the authors affect the style and features of teaching materials and interpret course standards? What were the subjective/objective factors influencing formation? Recent textbook-related studies fail to discuss these questions.
　　This article investigates oral history and oral history materials of three focused authors gathered from direct and indirect interviews were collected and compared to that end. We collected information from the Chinese textbook editing process to determine the authors’ curriculum views and epistemology.
　　The study discovered: (1) On curriculum objectives, all of the authors stressed the utilitarian aspect of language. (2) As to material selection for curriculum, all authors emphasized enhancing the literariness of Chinese teaching materials. Liang Lin, for example, refers to Hai-Yin Lin and his own texts to verify methods for strengthening language and employing literature fiction. (3) As to the target of curriculum, Liang Lin and Ting-Chun Wang simulated children experience and determine awareness requirements. Liang Lin was dedicated to theme broadening, while Ting-Chun Wang improved student awareness through the design of various activities.

　　In the 1993 Curriculum Standards of Elementary School, moral education and health education were consolidated into a single subject. The Institute for Elementary School Teachers In-service Education drafted the standards and took charge of the development of an experimental textbook on the new subject. The experimental textbook was later accepted as the prototype for the compilation of the official Textbook of Moral and Health Education by the National Translation and Compilation Center. By interviewing individuals involved in the development of the textbook, this study discovered that significant features of the new moral curriculum include the following: (1) encouraging children to think and discuss moral issues critically; (2) stimulating students to experience moral sentiment from literary texts; (3) promoting the role of pictures in textbooks; (4) sharing content based on real life; (5) parent-child activities encouraging moral behavior among students; (6) multiple forms of curriculum and teaching; and (7) the principle of process-orientation used to develop the textbook.

　　In response to an overall mission of “fostering learning independently and learning together,” inquiry learning and hands-on learning are to be the main objectives in the area of science of the 12-year integrated curriculum of Taiwan. This paper explores how these goals will be reflected in elementary school science textbooks, using the concept of “heat transfer” for reflective analysis. The three-year project employed a “design research approach” testing various ways to present inquiry activities to children in a series of summer camps. The research team collaborated on the design of the camps, recording the teachers’ directions and the children’s responses, and engaged in intensive discussions at the end of each day. Much of the discussion touched upon the design of learning materials. The paper describes the “design principles” obtained from the discussions, and present examples of a “prototype textbook.” It ends with a set of recommendations for future textbook design, and possible avenues for future textbook research and development.

　　Adopting the case study method, this research aims to investigate the process, content and effectiveness of teacher-designed bullying prevention materials. The findings are as follows: (1) The “objectives model of teacher-designed materials” was useful for the step by step designing of materials. Originated from the bullying prevention theoretical foundation and curriculum elements, the objectives were selected by the school education vision and moral cognitive development theory. The materials were to be “transformed” into actual course after selecting and organizing. (2) The bullying prevention course consists of four dimensions and eight themes, covering “accepting myself,” “being friendly to schoolmates,” “recognizing bullying” and “saying ‘No’ to bullying.” It adheres to the materials selection principles of preparation, interest, exercise and diversity as well as the materials organizing criteria of sequence, integration and continuity. All of these principles are shaped by the progressive principle of “putting oneself in another’s shoes.” (3) The bullying prevention materials effectively reduced bullying incidents and the outcome basically met the four objectives of the course. However, the teacher and students should endeavor to ensure the long term effect. Finally, recommendations are presented based on the findings and conclusions of the study.

　　Words and sentences are connected to make text. A major difference between Spanish and Chinese is that Spanish verbs are conjugated in tense, mood and aspect. In addition, complex sentences are commonly used in Spanish writing. A complex sentence is made up of one main clause with subordinate clauses. A good way to be proficient in Spanish grammar is to learn with reading texts. By being aware of the way that native speakers use subordinate clauses and the verbs, students can learn grammar and improve reading comprehension as well as writing.
　　Based on the object described above, this paper aims to investigate subordinate clauses used in Spanish reading texts. We selected reading texts from Nuevo Prisma A2 as our research data and we have constructed a “Corpus of Spanish Subordinate Clauses Used in Texts for Reading.” For this study, we will annotate subordinate clauses and verbs using CorpusTool in order to calculate frequency of use. Secondly, we will discuss the interrelationships between subordinate clauses and text themes as well as the use of verbs. Finally, we will employ translation to compare differences in grammar and sentence structures in Chinese and Spanish language.