課程與政治：台灣高中課綱的社會歷史分析

Curriculum and Politics: Social Historical Analysis of High School Curriculum Guideline

分析近年國內所推動的各個課程革新方案中，爭議最大者要屬高中課綱，因此本研究特從「課程與政治」的分析視角，探討2001年至2016年間高中課程綱要的修訂過程，研究範圍包括高中課綱修訂背後複雜的情境脈絡、人際互動及權力運作，並從不同面向，分析此一高中課綱演變的社會歷史意涵，包括政治權力結構更迭、課程修訂競逐場域的形成、不同行動者間的角力，及高中課綱演變的歷史軌跡等。研究結果發現，此一高中課綱的歷史本質受到各種政治社會力量的影響，同時蘊含政治複雜性，及各種突發性與可能性。最後，本研究根據上述研究發現，提出未來課程革新與研究的啟示。最後，本研究根據上述研究發現，提出未來課程革新與研究的啟示。

Among the various innovation curriculum programs m recent years, the most controversial issue is the high school curriculum guideline. Therefore this study particularly explores the revision process of the high school guideline from 2001 to 2016 based the perspective of 'curriculum and politics,'. The scope of the study includes the complex context of the curriculum modification, interpersonal interaction s and power operation. The study also analyzes the social and historical meanings in different aspects, including political power shift, the formation of curriculum modification struggle field, the struggles among different actors, as well as the historical tracks. In order to achieve the purposes above, this study adopts historical research approaches and along with data analysis and some documents collection methods. The finding of this study includes the historical nature of the high school curriculum guideline is influenced by various political and social forces, at the same time, it contains political complexity, and various suddenness and possibility. Finally, based the research finding, this study provides the prospects for future curriculum reform.