臺灣學校體育政策觀點：一個歷史社會學的詮釋（1970-2010）

目的：探究九年國民教育實行期間，歷屆全國教育會議的召開的原因，及其所顯現出與國民教育相關的體育政策觀點。由歷史社會學的視角進行詮釋進行資料收集與詮釋。方法：研究範圍以第五次到第八次全國教育會議，是為1970年至2010年，依據時代的背景分為三個歷史時期(1970到1988，1988到1994以及1994到2010)。結果：1970到1988年間，國內由於兩岸敵對狀態及外交困境，加上戒嚴思想上的控制，學校體育政策瀰漫民族主義與菁英主義，體育與軍事訓練界線不清楚；1988到1994年間，國內解嚴後，教育團體紛紛對教育內容與制度提出訴求，對學校體育政策而言，軍事化訓練的需求不復存在，開始重視體育樂趣化本質；1994年到2010年間，國內民主日臻成熟，總統直選與政黨輪替成為常態，然而執政黨與在野黨意識形態之間差異仍然存在，另九年一貫課程等教育改革議題提出檢討，對學校體育而言社會多元主義的思潮影響學校本位課程發展及重視多元族群運動權。結論：未來針對全國教育會議參與人員進行訪談等資料收集方式，並可探究國內不同區域全國教育會議辦理後學校體育政策之影響。

關鍵字

解嚴；學校本位課程；少子化；體育師資培育；九年一貫課程綱要

並列摘要

Purpose: To explore the reason of all the National Education Conference organized and school physical education policy in different generations in periods of implement of nine-year compulsory education in Taiwan. Data collection and interpretation were conducted by the path of historical sociology. The scope of this article was from the fifth to the eighth National Conference on Education, 1970-2010. Methods: According to background of generations, there were divided into three periods (1970-1988, 1988-1994 and 1994-2010). Results: 1970-1988, Taiwan faced the state of hostility and diplomatic restrictions, also in thought control under martial law. The nationalism and elitism were characteristics of school physical education policies. The boundaries were unclear between physical education and military. 1988-1994, Taiwan lifting of martial law, educational communities made demands on educational content and systems. For physical education, needs of military training were no longer exist. Starting to focus on the fun of the essence of physical education. 1994-2010, Taiwan's democracy was more and more mature. Presidential election and change of ruling party became the norm. However, the differences between the ruling and opposition parties ideology still exists. In addition, the Grade 1-9 Curriculum and so on educational reform issues were proposed review. For school physical education, the trend of pluralism affected the development of school-based curriculum and attention of sports right on multiethnic groups. Conclusions: Include interviews with participants of National Education Conferences as data collection methods. Also, explored the impact of school physical policies after the National Education Conference on different regions in Taiwan.