轉變中的全民國防教育——射擊預習與實作課程的後現代課程觀

Transforming All-out Defense Education: A Postmodern Curriculum Perspective on Pre-study and Practical Shooting Courses

在當今全球安全局勢複雜多變、教育理念日益多元的背景下，全民國防教育的重要性與課程設計方式正面臨轉型與挑戰。本研究旨在以後現代課程觀為理論基礎，深入探討現今臺灣高中職全民國防教育中的射擊預習與實作課程，特別關注軍人教官退出校園後，文人教師對課程實施過程中的影響及發展。後現代課程觀強調去中心化、去權威化，，倡導多元價值的並存，為課程發展提供新的反思與探索方向。主要透過文獻回顧與社會輿論分析，檢視現行射擊課程的結構、教學策略與實施方式。此外，亦引入遊藝誌社群研究方法，討論未來射擊課程發展的潛在可能性。研究結果顯示，現行射擊課程偏重技能訓練，對學生情意層面與社會責任較為不足。同時，軍人教官與文人教師雖具不同的教學專業與實務經驗，但仍有許多協作上的挑戰。為此，本研究建議整合兩種師資優勢，推動跨領域合作與專業對話，並強調透過反思性教學與多元評量，促進學生的全面發展。最後，建議全民國防教育課程應在尊重安全規範的前提下，深化學生的國防認知，系統培養社會責任意識，拓展課程內涵，回應當代教育需求。本研究不僅深化後現代課程觀於全民國防教育領域的應用，亦為未來射擊課程設計提供具體實務參考。

In the context of an increasingly complex global security landscape and the growing diversity of educational philosophies, the importance and design of all-out defense education are undergoing significant transformation and challenges. This study adopts a postmodern curriculum perspective to explore the shooting courses within Taiwan’s current senior high school defense education. Special attention is given to the impact and development potential of normal teachers following the withdrawal of military instructors from schools. The postmodern curriculum perspective emphasizes decentralization, de-authorization, and the coexistence of multiple values, providing new avenues for reflection and exploration in curriculum development. Through literature review and social opinion analysis, this study examines the structure, teaching strategies, and implementation methods of the current shooting curriculum. Additionally, it introduces the research methodology of a/r/tography communities to discuss the potential development of future shooting courses. The research findings indicate that the current shooting curriculum overly emphasizes skills training, with insufficient attention to students’ affective development and social responsibility. Moreover, while military instructors and civilian teachers possess distinct teaching expertise and practical experience, they still face considerable challenges in collaboration. Therefore, this study suggests integrating the strengths of both types of instructors, promoting cross-disciplinary cooperation and professional dialogue, and emphasizing reflective teaching and diverse assessments to enhance students’ comprehensive development. Finally, it is recommended that the all-out defense education curriculum should, while respecting safety regulations, deepen students’ national defense cognition and systematically cultivate social responsibility awareness. It should also expand the curriculum’s content to meet the demands of contemporary education. This study not only advances the application of postmodern curriculum perspectives in the field of all-out defense education but also provides practical references for the future design of shooting courses.