政治議題融入課程之創新與啟發：以「提問式」公民新課綱國家認同主題為例

School-based Curriculum Evaluation: Practical Enlightenment in Curriculum Improvement

如何將具有政治敏感性議題融入於課程之中，一直是社會領域課綱的棘手難題。本文以公民與社會108新課綱中的「國家認同」主題為例，除了梳理此議題在歷次課綱的演變外，試著闡明108新課綱如何透過「疑問句」的創新設計，既能調和正反分立的聲音，又能在提問的背後開啟聆聽與對話，使公民課綱成為溝通和解的起點。本文運用文化研究中多義的模糊性、虛構的閱聽人等概念，分析課綱在製碼過程中如何置入調和鼎鼐、多元並蓄的元素，並從提問式設計引導學生從自身認同的主體性出發，看見他人生命經驗的差異，從課綱中解碼出不同觀點。相較於世界上多數國家，我國的國家認同更具對立性與複雜性，新課綱設計若能超越不同意見之間的藩籬，將值得其他國家參考。

Incorporating politically sensitive agendas into social studies curricula has been essential but remains no easy task. This article shows how an innovative “question-based” guideline design can act as a catalyst to mediate between opposing views and open up the possibility of mutual understanding and communication. The new Taiwanese citizenship guideline questions delve into the topic of national identity, hotly debated due to Taiwan’s relationship with China, and are characterised by providing inclusive and open-ended inquiries. By means of concepts from cultural studies, such as polysemous ambiguity and the audience as fiction, this article discovers that this new form of curriculum is “encoded” with a broad platform for opposite standpoints to meet and negotiate. Meanwhile, in the “decoding” process, students can bring their lived experiences into class and appreciate others’ diverse perspectives so that a communicative milieu can thrive. Teeming with divergent discourses of national identity, Taiwanese citizenship education always faces severe challenges in curriculum making. Since the new curriculum design incorporates political issues into the guidelines effectively and with maximum acceptance, this may be an approach from which other countries can learn.