本研究嘗試從「知識和文化控制與經濟權力之間的關連」的角度檢視九年一貫課程政策,以了解九年一貫課程是否具有歷史基礎。除前言和結論外,主要內容分為三個部分:一、分析「知識和文化控制與經濟權力之間的關連」概念之意涵。二、分析歷次國民中小學課程標準或綱要修訂的背景及內涵。三、建構九年一貫課程改革的歷史基礎。 本研究基本論點認為課程是「知識和文化控制與經濟權力之間的關連」,因此課程政策必然會隨著時間和空間的變化而修訂,而九年一貫課程政策由於變革的幅度較大,政策內容繁多,因此不容易理解其與歷次課程改革間的相關性,因此本文透過歷次國民中小學課程標準修訂的背景及內涵之分析歸納,以建構九年一貫課程改革的歷史基礎。 研究者依照各次課程標準修訂的背景及內涵,將歷次課程改革分爲七個時期,並一一加以剖析:一、光復初期的過渡時期。二、國民政府遷台後的「反共抗俄時期」。三、政局安定時期的「停滯期」。四、經濟起飛後的「九年國教初航」。五、經濟文化轉型時的「精緻期」。六、解嚴衝擊下「多元價值期」。七、回應教改需求的「九年一貫課程啓動期」。 最後論述九年一貫課程政策的歷史基礎。
The purpose of this study is to comment the historic foundation on Grade 1-9 curriculum policy from the ”knowledge, cultural control and economic power correlation ”point of view. In addition to the preface and the conclusion. The main pail of this study includes: Analysis of the concept of the ”knowledge, cultural control and economic power correlation”. Analysis the context and the content of those curriculum standard. Construct the historical foundation of Grade 1-9 curriculum policy. After KMT government dominates Taiwan, there are seven times to revise the standard of the curriculum. It includes: The period of Taiwan recovery beginning. The period of anti-Communism. The period of political settlement. The period of nine grade education. The period of economic and cultural convert. The period of decontrol the martial law. Response the demand of educational reform. Analysis those revised of the junior high and elementary curriculum standard, we can find the historical foundation of Grade 1-9 curriculum policy.