- 期刊
一綱一本教科書政策論述之分析
Critical Analysis of Discourse in One-Guideline-One-Version Textbook Policy
摘要
本文採傅科式的論述分析，參考Carabine的分析方法與架構，針對教科書一綱一本與一綱多本政策之爭議進行論述分析，指出恢復教科書一綱一本的論述是在知識、權力及特定社會文化脈絡下相互搭架的論述空間中產生；次者，探討地方和中央政府分別運用了論法修法、順從民意和世界潮流，及減輕學生課業壓力與家長經濟負擔作為論述策略；再者，綱本論述的轉變，是各種權力較量後的產物，與權力結合的親疏型態有關；在論述形構中，地方與中央政府對於教科書的定位與本質缺乏討論，忽略了學習主體、選書主體、其他縣市及教育團體的聲音；在教科書綱本論述爭戰中，應多探討教育專業、教科書的本質與延展及教科書政策的前瞻等問題。
並列摘要
This paper analyzes the one-guideline-one-version textbook and one-guideline-multiple-versions textbook using the perspective of Foucauldian discourse analysis. It points out that the discourse of returning to a one-guideline-one-version textbook produced a discourse space of interplay under concepts of knowledge, power, and a specific social culture context. Furthermore, it discusses the local and central government’s three main paths for revision of the law-accommodating public wishes, responding to current world trends, and relieving economic pressure on students and households-as discourse strategies. Finally, it points out the absence of a voice for students, teachers, other countries and educational organizations within this process and explicates the implications of the contention for textbook orientation in education and policy making.