荷治時期（1624-1662）課程相關政策分析

Abstract

課程事務的決策者不論是否具備現代課程管理的理念，在正式課程或非正式課程的制定與推動，皆會訂頒各種課程相關政策，並且運用一種或數種管理策略加以實施。17世紀荷蘭人在臺實施宗教教育時，為了遂行其教化目的，即制定了與課程事務相關的各項政策。本文採用歷史分析法，以課程管理分析架構中的「課程相關政策」面向加以分析。全文在緒論及結論之間，區分為荷治時期學校的設立與課程相關政策兩部分。前者簡要說明荷蘭人在臺設辦學校的情形及其學校教育實施的成效；後者為本文的主體，將課程相關政策分為課程內涵、實施方式、師資素養及資源管理等四類加以分析。荷治時期在各項課程相關政策的內涵及其實施上，已有相當完整的發展，而且也具有相當高的一致性。至於其課程管理策略，則有待以本文為基礎進行深入分析。

Curriculum-related policies could be manipulated and stipulated by those in power during different epochs of a country, regardless whether they were equipped with the contemporary knowledge of curriculum governance or not. In Dutch colonial Taiwan, there were many curriculum-related polices for religious education in Taiwan. Using historical analysis, this study examined these curriculum-related policies in the framework of curriculum governance.This paper discussed the establishment of schools in the Dutch colonial era as the background for the subsequent analysis. The curriculum-related policies were divided into four categories: contents of curriculum, ways of implementation, capacities of teachers, and management of resources. In Dutch colonial Taiwan, the curriculum-related policies were well established and implemented with high consistency. On the other hand, strategies of curriculum governance merit further study.