臺灣九年一貫藝術與人文學習領域課程綱要 之形塑脈絡與議題

Abstract

「藝術與人文學習領域」為臺灣百年來中小學藝術教育之創新，不論在課程理念、課程內涵及課程實施上均充滿新意，然而於課程綱要修訂期間亦引發許多討論，對本世紀臺灣藝術教育影響深遠。本研究之目的即在探討藝術與人文學習領域自八七總綱設置以來，歷經八九暫綱、九二課綱至九七課綱三次修訂中藝術與人文學習領域課程綱要之形塑過程，包含歷次修訂的形成脈絡與促成形成脈絡轉變之原因，與並探究於此過程中所浮現的議題。 為了達到上述研究目的，本研究採半結構式訪談及文件分析之研究方法。其中，訪談資料的蒐集由總綱決策者、領域課綱委員及重要涉入人士三類對象著手；文件資料的蒐集則由官方文件、新聞輿論及個人文件三類文件進行。透過訪談資料及文件資料的蒐集與整理，針對本研究之問題進行梳理與分析，進而歸納研究發現後提出研究結論與建議。 本研究獲致之結論如下：在藝術與人文學習領域課程綱要的形成脈絡方面，八七總綱應運於開放改革風中的體制外人文意識而生；八九暫綱定奪於體制外人文意識與體制內學科意識衝折之妥協；九二課綱折衷於體制內學科意識與現實磨合之修繕；九七課綱讓步於體制內學科意識與現實妥協之再修繕。在藝術與人文學習領域課程綱要形成脈絡之轉變原因方面，主要為課綱制定權的轉移、多方意識形態的角力及課程理想與課程現實的拉鋸三因素所促成。在藝術與人文學習領域課程綱要形塑脈絡之衍生議題方面，主要包含國家機器運作課綱決策之嚴謹度不足、決策權力結構影響課綱延展性、課綱為各方意識型態角力之場域及課綱決策理想與運作現實之危險平衡四層面。最後，則根據研究結論提出課綱決策、課綱實施及未來研究三方面的建議，以提供未來藝術類課程政策制定之參考。The Arts and Humanities Learning Areas is the innovative creation of art education of Grade 1-9 in Taiwan in decades. The belief, the content and the application of the curriculum are newly designed; whereas the Curriculum Guidelines are controversial during its establishing period which brought great impact toward the art education in Taiwan. The study aims to investigate the formation of Curriculum Guidelines of Arts and Humanities Learning Areas, during the modification of the 89 guidelines, the 92 guidelines and the 97 guidelines, since it’s esteblished from the 87 general guidelines. Through the analysis of the transformation of the guidelines, the study is hoped to clarify the reasons of the contextual formation and the issues deriving from the process. Semi-structured interviews and documentary analysis are taken as research method for this study. The interview data is collected from the guideline-establishers, the committee of Curriculum Guidelines and important participants. The documentary data includes official documents, public opinion and personal documents. The results showed as the following: for the contextual formation of the guidelines, the 87 general guideline was born along with the humanity consciousness beyond the system during the revolution; the 89 guideline is the compromise of the confliction between humanity consciousness beyond the system and subject consciousness within the system; the 92 guideline strikes a medium between curriculum beliefs led by subject consciousness within the system and the reality; the 97 guideline made a concession to the re-modification between curriculum beliefs led by subject consciousness within the system and the compromise to the reality. The reasons leading to the transformation of Arts and Humanities Learning curriculum guidelines are resulted in three major elements: the rulemaking power shifiting of the guidelines, the struggling of multiple consciousnesses and the negotiation between ideal curriculum and actualized curriculum. Issues derived from the formation of Curriculum Guidelines of Arts and Humanities Learning Areas are listed as four: the

state apparatus lacked conscientiousness in formulating guidelines, the construction of decision making power affects the extensibility of the guidelines, the guidelines ended up as a field where multiple consciounesses battled, and the balance between the ideal policy making and actual reality’s in jeopardy. Last, the study provides suggestions for guideline policy making, guideline application and further research advice accordingly, as a reference for artistic curriculum policy making in the future.