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

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。

This paper analyzes the one-guideline-one-version textbook andone-guideline-multiple-versions textbook using the perspective of Foucauldiandiscourse analysis. It points out that the discourse of returning to aone-guideline-one-version textbook produced a discourse space of interplayunder concepts of knowledge, power, and a specific social culture context.Furthermore, it discusses the local and central government’s three main pathsfor revision of the law—accommodating public wishes, responding to currentworld trends, and relieving economic pressure on students and households—asdiscourse strategies. Finally, it points out the absence of a voice for students,teachers, other countries and educational organizations within this process andexplicates the implications of the contention for textbook orientation in educationand policy making.