外显与内隐:台湾中小学人文教育的实践解读——以“九年一贯课程纲要”及教科书为中心  

The Explicit and Implicit:Practical Interpretation of Humanities Education in Taiwan Primary and Secondary Schools——Centered on the "Nine-year Syllabus" and the Textbooks

作　　者：张宝蓉[1] 

机构地区：[1]厦门大学台湾研究中心,福建厦门361005

出　　处：《台湾研究集刊》2013年第2期78-84,共7页Taiwan Research Journal

基　　金：教育部人文社会科学重点研究基地重大项目"海峡两岸文教交流与民众认知系统变迁关联性研究"(11JJD810009);福建省社科一般项目"‘解严’后台湾教育改革与政治意识形态研究"(2011B215);国家社科基金重点项目"两岸关系和平发展进程中的民意问题研究"(11AZD034)

摘　　要：2000年以来台湾中小学实施的"国民教育阶段九年一贯课程总纲纲要"及教科书改革使得人文教育的主流理念与价值观念发生了很大变化。内涵的包容性和外延的宽泛性成为新时期人文教育的基本特点。同时,人文教育在教化情结上还呈现出"台湾主体意识"与"大中国意识"不断拉锯角力、价值取向上单一本位和多元本位交错叠加、课程设计上综合统整与实践体验相互融合等特质。如何解决和摒弃台湾中小学人文教育中的问题和非理性元素,真正建立起主体独立、价值超功利的人文教育体系,是台湾当局亟需解决的问题。Great changes have taken place in the mainstream ideas and values of the humanities education ever since the implementation of the ＂＇ Nine-year Syllabus＂ and the reform of the textbooks in Taiwan primary and secondary schools in 2000. The inclusiveness in connotation and the broadness in denotation have become the basic characteristics of the humanistic education in the new era. At the same time, the humanities education shows some special features in enlightenment complex, such as the constant see-saw wrestling between ＂Taiwan Subject Consciousness＂ and ＂China Consciousness＂ ,the staggered superposition of single standard and multi standard in value orientation and the integration of the comprehensive integration with practical experience in curriculum design. Therefore, how to abandon the problems and the irrational elements in the humanities education in Taiwan primary and secondary schools, and at the same time to really establish an independent humanities education system with the value of ultra-utilitarianism is still a problem that confronts Taiwan authorities.

关 键 词：台湾中小学 人文教育 九年课纲 教科书 

分 类 号：G62[文化科学—教育学]