Promoting career development is one of the four overall curriculum goals of Taiwan’s Curriculum Guidelines of 12-years Basic Education. Vocational high school is a vocational preparatory education institution that is crucial for promoting students’ career development. This study analyzed whether the textbook “career planning” edited according to Taiwan’s national curriculum guideline appropriately fits the guideline. This study randomly selected three of the nine career planning textbooks and conducted a content analysis. The main findings are as follows: 1. The overall fit between the textbook content and curriculum guideline was high. 2. Among the 11 main categories, the top three that accounted for the highest proportions were self-awareness, crisis management, and occupational life. 3. In the 34 subcategories, the top three that accounted for the highest proportions were learning process, self-exploration, and career development. 4. The analysis of the fit between the textbook content and suggestions other than those in the curriculum guideline showed that the textbooks have insufficient content related to career vision and self-actualization. 5. Contents of “internationalization”, “multicultural and environmental adaptation”, “cross-cultural”, “global village”, “new southbound” and “entrepreneurship” should be strengthened. In conclusion, the career planning textbooks analyzed are compatible with the national curriculum guideline.

　　To explore the multicultural images of early childhood education in China, Hong Kong, Macao, and Taiwan, this study explored the association of multicultural education with the social context through text analysis and discourse analysis of curriculum guidelines, supplemented by critical perspectives. Moreover, the visible and invisible curriculum and the respective expositions of the development of multicultural education from four regions were explored. The texts analyzed in this study were official preschool curriculum guidelines that are currently used in four regions. The study results revealed that the common portions of the whole images echo the spirit of global multicultural education, manifesting the pursuit of equalization without learning biases and gaps due to various cultural backgrounds. Second, the images present specific goals related to multicultural education in the social learning area, enriching children’s multicultural experience and self-identity. Finally, the teaching methods used integrate and combine real-life experiences to practice multicultural education. Through the uniqueness of individual images, China focuses on national culture and national unity, Hong Kong emphasizes the needs and specific practices of the integration of ethnic diversity, Macau depicts the local identity and its connection with China, and Taiwan highlights various multicultural issues and gender equality.

　　This study explored design characteristics, research, development, and implementation suggestions for Hakka teaching material for children aged 4-6 years nationwide. The teaching material was developed using the design-based research method. During the preliminary design stage, we planned teaching materials under 5 topics and 10 scenarios and designed the assessment tools for these materials. Formative assessment was conducted by solving problems encountered in teaching material contexts, diagrams, cultural differences, and usage methods. Summative assessment of problems that may be encountered in the future was also performed, including teaching materials used in mixed-agegroup students, the need to provide word cards as a teaching aid, the use of teaching strategies suggested in the materials, and improving the lack of manpower for assessment. Finally, this study proposed suggestions for researching and developing heritage language teaching materials, including forming a cross-domain team, respecting the language expressions of people in each region, providing clear illustrations that provide clues to the vocabulary’s meaning, test teaching to assess teaching material, flexibly using the teaching material, preventing dominant position of assessment, and offering diverse assistive teaching materials.