ABSTRACT

The aim of this study is to explore the direction of developing elementary school textbooks for special education music subjects in the context of the newly introduced 2022 revised curriculum. To achieve this goal, the study analyzed both the current 2015 special education elementary music textbook and the revised 2022 special education music curriculum, drawing implications for the formulation of new textbooks. The study's findings suggest, first, that textbooks should be structured to present essential questions and performance tasks, aligning with a competency-based approach centered around core(central) ideas. Additionally, the study emphasizes the need for an organic connection among goals, content, methods, evaluation, and supplementation. Second, the 'daily life' area should be integrated and presented in conjunction with all areas of music, and creative areas should be diversified and supplemented. Third, there's a requirement to optimize the volume of learning and to organize more autonomous textbook content. Fourth, integrating contents with other subjects or areas is recommended. The study also proposes supplementing music lesson content and incorporating various strategies and methods, such as artificial intelligence and digital technology.

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