國小社會課程本土化論述變遷歷程之分析

The Issues of Indigenization in the Elementary Social Studies Curriculum

本研究旨在探究解嚴後國小社會課程的本土化論述變遷之歷程，研究者依據1975年版、1993年版課程標準和九年一貫課程大綱編輯的教科書進行分析。研究發現：一、課程結構在「學校／家鄉／國家／世界」由近而遠的原則下，從原本「學校／臺灣省（中國一省）／中國／世界」的內容結構，轉變為「學校／臺灣各鄉鎮／中國、臺灣／世界」至「學校／臺灣各鄉鎮／臺灣／世界（包括中國）」，課程意識轉變為中國化／臺灣化／地方化。二、1993年版的課程論述仍是「中臺一體」，但開始逐漸加重臺灣本土事物的比例；維持不變的是仍以中華民族和中華文化為認同主體，但在政治疆界的界定，已具體指出「中華民國在臺灣」，以回應政治現實。九年一貫課程則聚焦臺灣本土，重視臺灣多族群與多元文化的特質，強調社會正義，以緩和社會對立性的現況。三、目前課程重視原住民文化，但對於新移民描述過於表淺，僅強調文化差異與尊重包容，未深入分析偏見與歧視的深層結構問題。

This study aims to analyze how the elementary social studies curriculum dealing with the issue of “indigenization” after lifting the martial law in 1987. This study analyzes three different curriculum standards/guidelines and the textbooks edited based on them. The following findings emerge from this study. Taiwan is described as a province of China then as a homeland and finally as ROC in Taiwan. The old editions emphasize the democratic systems starting from the establishment of ROC， however， the new editions describe it starting after lifting the martial law. The old editions emphasize the blood relationship between Taiwan and mainland China， while the new editions emphasize the diversity of multiethnic groups in Taiwan. The new editions put more emphasis on the indigenous people than on the new immigrants from South-East Asia. However， the textbooks emphasize the importance of cultural difference and harmony rather than analyzing the structures of prejudice and discrimination.