在國族、種族、父權的大論述下，日治時期的台灣女性是三重階級意識下的底層人民。檢視漢人所就讀的公學校五期國語科教材中解析那段殖民歷史下，日本殖民主是如何在公權力的知識論述中去操演男性對女性的刻板形象。以性別為題目的教材裡頭，隱含著男性殖民主對這塊土地上性別刻板印象的再深化。課文中所選材的日本男性以及日本女性，被編輯者神格化與美化，是帝國者作為性別上、種族上、國族上，純良高貴於台灣人民的殖民意識。而台灣男子作為殖民地上的下層者、勞動者，要為帝國經濟實業努力打拼。殖民地上最底層的人民就是台灣女性，殖民話語中的她們被圈在家庭裡、錮在封建思想裡，安身認命、三從四德。殖民主的男性借用公權力創造女性神話的合法論述，透過教育方式讓台灣學童從對母親的依賴信任轉而對日本國族的認同，也透過孩童對母親的依戀提醒男童，喜歡母親、孝順母親，就該聽從母親的話，做個大日本帝國現代實業的勞動者，效忠日本天皇的愛國者。編輯者藉由日本男性、台灣男性、日本女性、台灣女性，四種人物來操演性別議題。在面對以男性為主的公學校教材，不管設計者（男）或接收者（男和女）顯然都被動去接受父權所建構的性別社會。只是當這群台灣女孩和男孩在閱讀這些以父權為中心思維的課文時，也只是再次深鑿父權符號下性別的刻板印象而已。

Under grand discourses of nation, race, and patriarchy, Taiwanese females living in the Japanese colonial era were rendered as the people at the bottom social level under the triple-class consciousness. The author observes teaching material in the fifth issue of the textbook of Mandarin-which was used in public schools where Han people studied. Based on the teaching material, she analyzes how in the history of that colonization period, the Japanese colonial master, through the knowledge discourse of the public authority, performed the stereotype that males acted towards females.The content of the teaching material where gender was used as a topic implies that the male colonial masters deepened the gender stereotype on the land. Japanese males and females who were chosen as a part of the content of the text were apotheosized and glorified by the editor, and the imperialist used them as the colonial consciousness that was pure, delicate, grand, and noble in terms of gender, race, and nation. On the other hand, Taiwanese males were at the bottom social level and were laborers of the colony, having to work hard for the economic industries of the empire.Taiwanese females were the people at the lowest social level of the colony, and from the words of the colonizers, they were trapped in their families and imprisoned in stale and old-fashioned thoughts-they settled, resigned to fate, and followed three rules about females' acts towards males and wifely virtue. Male colonial masters used the public power for creating a legalized discourse of female myths, and by means of education, they made Taiwanese school kids turn their dependence and trust towards their mothers to the recognition of the nation, Japan, as well as reminding children to like and show filial obedience for their mothers by means of their attachments towards the mothers. The Japanese males, as a result of carrying out their methods towards Taiwanese children, felt that the children should listen to their mothers by being laborers of the contemporary industries of the Great Empire of Japan, and patriots who pledged loyalty to the emperor of Japan.The editor performed the gender issue through the use of four types of characters: Japanese males and females and Taiwanese males and females. It is apparent that both recipients (males and females) and the designer of the teaching material of the public schools (male) were passively accepting the gender society constructed by the patriarchy when they confronted the teaching material that males were taken as the principal figures in the society. It is simply that the gender stereotype imprinted with symbols of the patriarchy was merely re-deepened in Taiwanese girls and boys when this group of Taiwanese girls and boys read the text that centered thoughts on patriarchy.