Analysis and exemplary cases of design criteria for learner-centered materials: A case study of America social studies textbook

This study examined design criteria and exemplary cases for learner-centered materials. The curriculum appreciation approach was adopted. First, 24 design criteria for learner-centered materials were produced based on a review of studies on learner-centered theories and concepts. Then these criteria were employed to evaluate a social studies textbook from Pearson Publishing Company. Based on this evaluation, five learner-centered strategies were defined for use by textbook designers. 1. Various functional elements should be defined to guide learner-centered tracks or foci. 2. The essential subject matter of the whole unit should be defined, and design of the content and evaluation must be closely linked to it. 3. Diversified and multilevel learning materials and activities should be provided to expand the breadth and depth of users’ learning. 4. Reading comprehension skills should be embedded in the design of the text and learning activities to cultivate learners’ thinking abilities. 5. Enhancing learner subjectivity in the classroom should be the priority when designing learner-centered materials.