103課綱微調與政治意識型態

103 Curriculum Guidelines Minute Adjustment and Political Ideology

本文旨在從政治意識型態的角度探討103課綱微調爭議事件。本文首先說明課程意識型態的主要意涵。其次則是探討課綱爭議的歷史脈絡，以及兩種對立政治意識型態爭執的內涵及過程。其後則是從課程史的角度，解析本次課綱微調爭議。本文指出，歷史課綱是最易發生爭議的課綱，亦是許多國家經常發生爭議的課程史事件。但因臺灣的統獨爭議，故課綱爭議較其他國家尤烈。就課程史以觀之，課程是意識型態爭鬥的重要場域。為能有效而迅速的掌握課程領域，政治意識型態團體莫不渴望主政者動用政治力量，直接及間接介入課程政策的擬定，以便將彼等的意識型態轉化成合法的官方知識，以利於製造被統治者對彼等之意識型態的「同意」。歷史教育，關乎「歷史」亦關乎「教育」。歷史課程內容之選擇，固然有其歷史專業的一面，但教育學者亦可提供教育原理與課程原理，幫助課程發展人員對課程發展工作進行慎思。就教育而言，歷史教育不應著重釐清「事實」以供學生誦習，而是應培育學生主動探究的精神。

"This paper aims to explore the 103 curriculum guidelines minute adjustment controversy from the perspective of political ideology. This article first explains the main implications of the curriculum ideology. The second is to explore the historical context of the curriculum guidelines controversy and the connotation and process of the two opposing political ideology disputes. Then it is to analyze this time’s curriculum guidelines controversy event from the perspective of curriculum history. The paper points out that the history curriculum guidelines is the most controversial curriculum guidelines, and it is also a curriculum history controversy event that is often happened in many countries. However, due to Taiwan’s dispute over the unity or independence, the disputes in the history curriculum guidelines are more severe than those in other countries. History education is about history and about education. As far as education is concerned, history education should not focus on clarifying the historical 'facts' for students to memorization and recitation, but should foster the ability and willingness of students' active inquiry."