本土化的教育改革

Indigenized Educational Reformation

莊萬壽(Wan-Shou Chuang) ； 林淑慧(Shu-Hui Lin)

《國家政策季刊》 2卷3期 (2003/09) Pp. 27-62

https://doi.org/10.6407/NPQ.200309.0027

摘要

近年來，教育改革未深入考慮台灣殖民地歷史發展的因素，故難以激發學子對台灣主體性的追求，並凝聚命運共同體的意識。所以在現階段國人追求本土化的過程中，重新探討本土化教育改革更顯出其迫切性。「本土化」是殖民地尋求主體陸的過程，是被統治人民恢復自我尊嚴的基本人權訴求。本文論述分四大層次：
一、先探討本土化的理論，以作為本土化教育改革方向與策略的參考。
二、再從台灣清、日的殖民地教育，戰後國民黨政府反本土化教育，行政院教改忽視本土，及新政府的教育本土化等面向，來回顧台灣教育變遷與本土化教育問題的產生。
三、以台灣主體性的教育為基礎來思考，包括台灣為國家教育的唯一主體、臺灣是多族多語多文化的共同體、社會學科教育的主體性、語文學科教育的主體性等議題。
四、最後論及現階段臺灣教育本土化的改革，針對教育行政人員的責任與成長、教育行政單位的調整、社會及語文學科的改革、多語教育的推行、教科書編審的更新、教師的再培訓，及推廣台灣文化為主體的教育活動等項，提出具體的批判與改革的建言。

關鍵字

本土化 ； 教育改革 ； 台灣主體性 ； 多語教育 ； 台灣文化

並列摘要

In the recent years, the development of colonial history of Taiwan has not been taken into consideration thoroughly in the reformation of education. Thus, it is not easy to encourage the students to pursue the subjectivity of Taiwan and to concentrate on the thoughts of seeing Taiwan as a Destiny Community. Therefore, in the process of pursuing the indigenization, it is urgent for us to re-discuss the indigenized educational reformation. Indigenization is a process in which the colony seeks the subjectivity and is the basic human rights demand by which the reigned people retrieve their dignity.
First, in this paper, the theory of 'Indigenization' is going to be discussed as the reference of the directions and strategies of indigenized educational reformation.
Secondly, the change of education in Taiwan and the occurrence of indigenized educational problems are reviewed from the following aspects, which are the colony education reigned by the Ching Dynasty and Japan, the KMT government's antiindigenization after the War, the ignoring of indigenization in the Executive Yuan's education reformation, and the new government's educational indigenization.
Thirdly, taking the following respects into consideration from the basis of education of the subjectivity of Taiwan. That is, Taiwan is the only subjectivity when it is referred to the issue of Nation in educational topic, Taiwan is a multiracial, multilingual and multicultural community, and the subjectivity of social and language subjects.
Finally, the ongoing indigenized educational reformation in Taiwan is to be discussed. The practical critique and the advise of the reformation are going to be pointed out, in accordance with the educational officers' responsibility and growing, the adjustment of the educational administration units, reformation of social and language subjects, the execution of multilingual education, the renovation of the edition and examination of textbooks, teachers' re-training, and the educational activities relevant to the promotion of Taiwanese culture as a subjectivity.

並列關鍵字

indigenization ； educational reformation ； subjectivity of Taiwan ； multilingual education ； Taiwanese culture