制度變遷與教育改革之探討-我國高中課綱個案研究

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Title:	制度變遷與教育改革之探討-我國高中課綱個案研究
Other Titles:	Institutional Changing and Education Reforming--A Case Study of High School Curriculum-guideline Revision in Taiwan
Authors:	蔡沛蓉 TSAI, PEI-JUNG
Contributors:	宋興洲政治學系
Keywords:	權力三面向;意識型態;高中課綱 three faces of power;ideology;senior high school curriculum-guidelines
Date:	2019
Issue Date:	2019-12-16T03:51:34Z (UTC)
Abstract:	本文旨在探究我國高中課綱修訂過程中，執政者的權力行使方式。108學年度即將實施的高中新課綱，是十二年國教政策中最核心的課程改革，也是我國教育史上最大的一次教改工程。然而高中課綱的修訂過程中，因馬政府時期強力推行的課綱微調案而引發反微調課綱運動，雖然蔡政府上任後，以行政命令廢除高度爭議的微調課綱，但對於國文科的文言文比例和歷史科的史觀爭議，卻又力排眾議的主導課綱修訂方向，高中課綱一直在「中國化」或「臺灣化」的意識形態之間擺盪。因此本文以Lukes的權力三面向及歷史制度論的研究途徑，探討我國高中課綱制度變遷過程中，執政者如何運用權力的三個面向影響課綱的內容，並強調意識形態的權力運作對制度變遷的影響。研究發現，高中課綱的修訂確實與國家領導者的政治意識形態有關，且執政者的權力行使具有多種面向，課綱修訂過程亦存在路徑依循的效果。 This paper explores the way in which the power of ruling party involved in the revision process of senior high school curriculum-guidelines in Taiwan. The new high school curriculum-guidelines to be launched in the 108th school year, is the core curriculum reform in the 12-year national education policy and the largest educational reform project in the history of education in Taiwan.However, in the revision process of the senior high school curriculum-guidelines, the “anti-black-box operation of curriculum-guidelines” movement was triggered by the fine-tuning of the curriculum-guidelines during the period of Ma’s Administration. When Tsai took office as the President, an administrative ordinance was issued to abolish the highly controversial fine-tuning curriculum-guidelines. Despite the controversies about the proportion of classical Chinese being taught and about historical viewpoints of Taiwan or China, the Tsai’s Administration still steered the revision process. That is, the ruling party is arguing between the ideology of "Chineseization" or "Taiwanization" in the high school curriculum-guidelines.Therefore, this thesis intends to explore the three aspects of the influential curriculum-guidelines in which the governors use power in the process of the change of the high school curriculum-guidelines system with the concept of the third face of power proposed by Lukes, and historical institutional theory historical institutional theory, which emphasizes the ideological power operation. The study results is that the revision of the high school curriculum-guideline is indeed related to the political ideology of the national leader, and the power exercise of the ruling party governor has multiple aspects, and the revision process of the curriculum-guideline also has the effect of path dependence.
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