This paper uses a constructivist evaluation model in order to ascertain the forms of learning among children in order to theoretically clarify their social recognition formation process. This process has received attention in one branch of social studies research that holds that the quantitative acquisition of factual knowledge is the primary goal. A social studies class was conducted based on this viewpoint. A test was then administered to measure the extent to which students had acquired and could reproduce actual knowledge. The scores varied widely and could be divided into four levels: upper level (81 to 100 points), mid level 1 (61-80 points), mid level 2 (41 to 60 points), and lower level (0 to 40 points). One student was selected from each level. The recognition formation process of each student was examined and the reasons for the differences in scores were analyzed using a constructivist evaluation model. The analysis revealed that motivating students during the process of acquisition and reproduction of knowledge led to quantitative differences in the acquisition of factual knowledge. Accordingly, measures for strengthening motivation and learning strategies were investigated.

There are several theories that explain that the Chinese idea of the national language education system originated Japan. The Kuimao Educational System was made the official language education system in China in 1904. However, the official language education system did not any real progress after several years of effort. This thesis investigates and offers a possible explanation for this lack of progress, with three aspects; the scholars involved in the Qieyin movement, the educators, and the educational policymakers. The idea of a national language education system in China prior to the introduction of the Kuimao Educational System, but few people had any deep understanding about its concept. This resulted in several disagreements among the scholars, educators and the policymakers. Thus, the construction of a new national language did not receive any support. This is the main reason why the national language education system did not have demonstrate progress before the development of the Republic of China.