從威權轉型民主－探究解嚴後國中公民與道德教科書發展與變革

解嚴後，隨著兩岸敵對情勢趨緩，臺灣中小學課程如何因應時代與社會環境的丕變，尤其對公民教育的相關課程規劃，更值得關注。基於此，本文兼採口述訪談及文件分析，探究解嚴後國中公民與道德之課程演變歷程與教科書發展特色，透過訪談9位曾參與過該科教科書編審之關鍵人物，闡述其當年編審教材觀點及經驗，再與教科書文本、課程標準、相關專書、期刊等資料交叉檢證，詮釋該時期國中公民與道德教科書呈現的知識論與課程觀。主要研究結論有三：國中公民與道德教科書編審解構了課程標準的權威性、逐步走向學生中心、注重「教育」專業。但從本研究中亦獲得兩項省思：一是教科書知識論逐漸脫離「接受觀」，但距「建構論」尚有進步空間；二是教科書課程觀兼顧「學科中心論」和「學生中心論」，但仍傾向「社會適應論」。

關鍵字

政治解嚴；教科書；國民中學；公民與道德

並列摘要

With the improvement of cross-strait relations after the lifting of martial law, how Taiwan's elementary and junior high school curriculum, especially the part related to civics, deals with the great changes in time and the social environment deserves more attention. In this sense, this article employed oral history and document analysis to investigate the changes that took place in civics curriculum and textbooks since the lifting of martial law. This study interviewed nine key persons who participated in the editing and review of civics textbooks. Their views and experience in textbook editing and review as well as the reference to relevant documents, including textbooks, curriculum standards, related books, and journals, are used to interpret the theory of knowledge and the curriculum perspective at that period of time. Major findings are shown below. The civics textbooks (1) deconstructed the authority of curriculum standards, (2) focused on the life experiences of students, and (3) placed more importance on the professionalism of education. Two insights have been gained from the study: (1) The civics textbooks are conditioned by gradually moving away from a top-down acceptance, but there is still room for improvement to reach a complete constructivism. (2) The civics textbooks tend to be based on both subject- centered and student-centered curriculum structures, and feature the purpose of social adaptation.