海峽兩岸小學課程之比較研究

A Comparative Study on the Curriculum of Elementary School Between Taiwan and Mainland China

課程是實現教育目標的手段，課程設置是一切教育活動的依據。海峽兩岸的小學課程，由於政治、經濟、社會、文化背景不同，其課程標準的內，目標以及課程結構等，都有相當大的差異。\r本文分為一、中共小學課程；二、中華民國的小學課程；三、海峽兩岸小學課程之比較等三部分。在中共小學課程標準部分，除敘述中共小學課程設置的沿革與現行小學教學計畫外，並說明上海與浙江的課程設計實驗的概況。海峽兩岸小學課程標之比較部份，除敘述中華民國小學課程標準之修訂過程外，並針對海峽兩岸小學課程之學科內容、教學時數、活動時數等作比較研究，藉以了解海峽兩岸小學課程之異同和特色。從海峽兩岸小學課程之比較研究，可以讓我們知道，小學課程之訂定，不但與兒童教育思潮息息相聯，而且與各地的政治、經濟、社會、文化等背景有著密切的關連。因此海峽兩岸在隔離了四十年，並在不同的政治、經濟、社會體制下，自然會發展出不同的小學教育型態和課程內容。我們在做比較研究時，不能用同一種標準去衡量它，我們除了必須要以客觀的態度去做比較之外，更應了解各自的政治、經濟、社會、文化等背景，才能真正體會不同的教育型態所以會產生的原因與價值。尤其是在比較海峽兩岸教育時，更應裕在同等的立場，同胞的情誼，寬大的胸懷和協助的態度，才能對兩岸教育的發展，有實質的幫助。

The curriculum is designed essentially to achieve educational aims. Also it is the foundation of all educational activities. There are differences in the political， social， economical， and cultural backgrounds between both sides of the Taiwan Straits. Consequently， the contents and structures of elementary school curriculum reflect these differences.This article consists of three parts. They are（1） the elementary school curriculum in mainland China，（2） the elementary school curriculum in Taiwan，（3） and the comparison of the elementary school curriculum between Taiwan and Mainland China.In the first part， the author describes the historical development of the curriculum in Mainland China as well as the Shanghai and Tsechiang curriculum models in detail. The historical development of the elementary school curriculum in Taiwan is described in the second part. The curricula of both sides are analyzed and their individual strengths and similarities are described in the third part.From studies of elementary curriculum on both sides of Taiwan Straits， the author stresses that we need not only to understand child psychology but also to consider political， social， economical and cultural backgrounds while developing the curriculum.The differences in the political， social， economical， and cultural development in Mainland China and Taiwan， which have been developed in the past forty years of separation， are also reflected in the elementary school system. When evaluating the school systems of both sides， these differences must also be recognized.Studies in this field must be conducted scientifically and objectively. Otherwise thorough understanding of the different patterns of development and the respective values is not possible. Finally， the author makes a plea for mutual respect and greater co─operation between Taiwan and Mainland China. This will benefit educational development in both sides.