臺灣本土教育的發展背景、概念架構及其課程改革籌劃

The Study of Taiwan Indigenous Education: Its Development Backgrounds, Conceptual Frameworks and Curriculum Reform

臺灣在1987年解嚴後，由於政治、社會、經濟等各方面日趨民主化、多元化、自由化，使國人的「臺灣意識」逐漸抬頭，因而興起一股本土改革風潮。教育界受其影響，開始由地方政府推動了一系列的本土教育改革運動。1990年代之後，「愛臺灣，鄉土情，中國心，世界觀」已漸成為重要的國家教育政策指標，因此，教育部開始規劃國家層級的本土教育計劃，並訂定各項具體策略，包括修訂國小及國中課程標準、國小增設「鄉土教學活動」科、國中增設「認識臺灣」科及「鄉土藝術活動」等。最近教育部公佈了「2005-2008教育施政主軸」，其中所規劃的四大主軸之一為「臺灣主體」，其目的期能藉由調整課程體系，培養學習者更加認識臺灣、深化認同，並具有主體性。盱衡上述各項國家層級或地方層級的本土教育改革政策，乃希冀能致力於推動「臺灣本土化」，啟迪「臺灣主體性」的「臺灣本土教育」之目標。基此，本文在研究方法上採文獻探討與文件分析，致力於探討以下三項目的：首先，探析臺灣本土化運動及臺灣本土教育的發展背景；其次，分別闡明何謂「臺灣意識」？何謂「臺灣主體性」？何謂「本土」？何謂「本土化」？何謂「本土教育」？等概念內涵，然後分析臺灣本土教育與臺灣本土化、臺灣意識、臺灣主體性之間的關聯性，並藉以建立臺灣本土教育應有的概念系統架構；最後，由於課程是教育改革的核心工作，本文認為必須進行臺灣本土教育課程改革籌劃，釐析課程改革的問題，並試圖尋繹出適切的課程改革途徑。

After lifting the curfew 1987 in Taiwan， different fields， such as politics， society， economy， wre democratized， pluralism， and liberalization day by day. It made Taiwan people have the consciousness for their identity. Therefore， a series of reforms for indigenization rised. The education field was influenced by it， the local government in Taiwan had promoted a series of educational reforms. After 1990， Ministry of Education began to plan national indigenous educational policies. The purposes were to teach learners: (1)to know Taiwan deeply，(2)to promote the educational goals of ＂the indigenization of Taiwan＂， ＂ the consciousness of Taiwan '， and ＂the subjectivity of Taiwan＂. Indigenous education now had been acknowledged as one of the most important educational issues especially in Taiwan.This essay aimed to study Taiwan indigenous education， including its development backgrounds， conceptual frameworks， and curriculum reforms. The main research methods were literature review and documental analysis. Three purposes were as follows: Firstly， to explore the development backgrounds of digenous movements and indigenous education in Taiwan; Secondly， to try to construct a conceptual system framework for Taiwan indigenous education and analyze some conceptions， including of: ＂what is the consciousness of Taiwan?＂ ＂What is the subjectivity of Taiwan?＂＂What is indigenous education?＂ ，and so on.; Finally， to support some deliberative works for indigenous curriculum reforms and offer some suggestions based on the research conclusions.