由公民資質論我國高中公民課程綱要之變遷－以84年與99年課綱政治領域教材為例

Abstract

教育是國家發展的基石。透過教育此一長期基礎工程的扎根，往往決定的不只是孩子們的將來，更決定我們未來的生活方式與品質。也因此，從事教育工程的規劃者與執行者應改不斷地反問自己：我們到底要培養甚麼樣的未來理想公民? 我們希望未來有甚麼樣更好的生活環境與品質?本研究嘗試藉由公民資質教育觀的四個理論：自由主義、社群主義、 多元主義 與及公民共和主義，搭配著五個公民教育的議題：公民教育的教學應否抱持價值中立的立場？公民教育應否呈現多元價值觀？公民教育應否教導特定的意識形態？公民教育應否鼓勵積極的政治參與？以及公民教育應否型塑公民理想？去檢視解嚴後高中的課程架構的修訂，嘗試藉由公民與社會科之政治課程架構設計、政治課程教材之內容，去發現這個階段政治的公民資質，意即課程設計者對台灣未來的公民政治觀的養成與期待的變遷。研究分析發現，課程架構的公民資質觀由「養成理想而標準的好公民」的公民教育重點，進一步提升為「建構理想而完善的公民社會」的公民教育重點變遷。Education is the cornerstone of national development. The long-term constructive project of education not only shapes the future of our descendants but also determines our style and quality of life in the days to come. Engaged in the education project, policy planners and implementers should constantly ask themselves: what kind of good citizenship in the future do we want to cultivate? What is the ideal living manner and environment for our future? This research is based on four theories of citizenship education and five issues in civil education. The four theories include liberalism, communitarianism, multiculturalism and civic republicanism, while the five issues of civic education pose questions on the impartiality and perspective on multi-values, choice of ideologies, political participation and the shaping of an ideal citizen. With the reference of the four theories and discussion on these five issues, this study shall inspect the revision of curriculum schema after the abolition of martial law. The researcher also aims to find out how the teaching project designers’ expectation of citizenship cultivation has gradually changes through the time. The research results indicate that the goal of civic education curriculum schema has progressed from forging a perfect personality for being a standard citizen to constructing a proper and ideal civil society. Finally, based on the results of this study, suggestions are provided for educational administrators, high school teachers and correlated studies in the future.