九年一貫國中階段藝術與人文教科書編審過程與形塑脈絡之研究

Abstract

九年一貫藝術與人文課程為世紀交替之際所建構出來的新興學習領域，在新課程政策中，將原屬於個別學科之音樂及美術，加入新興科目──表演藝術，使得國中藝術教育結構與內涵變化急遽。做為將課程政策「具象化」之角色，教科書成為課程政策下另一個爭奪知識合法化之競爭場域，而最終成形的教科書內容，則象徵著文化圈所認可的論述文本及學科知識化身；其產製的過程及法律，則體現出該文化圈的教育哲學觀點。了解教科書編審過程及形塑脈絡能夠從中檢視藝術與人文課程政策之實施成效與困境，是以了解藝術與人文編審過程與形塑脈絡有其必要性。故本研究聚焦於八九、九二、九七課綱的發布與變動下，九年一貫國中藝術與人文教科書的審查者、編撰者、出版業者及國立編譯館館方之間互動機制及引發議題。 依據上述研究目的，本研究使用深度訪談、文件分析等方式收集研究資料。在深度訪談方面，訪談對象包含教科書審查方、編撰方、出版社人員與國立編譯館人員；文件分析上，則收集藝術與人文教科書審查意見及其他官方文件等。藉由多方人士觀點與文件資料之對照，交織出九年一貫藝術與人文教科書形塑脈絡。 研究結果顯示，在歷次課綱的轉變下，九年一貫藝術與人文教科書的編審互動及教科書內容不斷地在磨合過程中尋求新的平衡點。然而隨著經驗的累積、各方觀點的磨合及教科書形塑權力之移轉，九七課綱發布後，國中藝術與人文教科書之形塑樣貌逐漸步入新的平穩期。縱觀藝術與人文教科書歷次課綱下的編審過程，課綱內涵、編審意識型態及行政權、出版社的介入等，皆為九年一貫藝術與人文教科書內容形塑的影響因子，而經由各方條件彼此角力及相互拉鋸的過程，逐漸形塑出今日藝術與人文教科書之樣貌。最後根據研究結果，分別給予教科書政策制定者、審查方及行政方、教科書編撰方及出版方與後續研究相關建議，期望能為未來十二年國教後之藝術領域教科書政策與內容形塑過程提供具建設性之參考方向。The Grade 1-9 Arts and Humanities curriculum is a new learning areas which is constructed in the beginning of the century and has changed the policy by changing music and art from individual subjects into a new subject called Performing Arts. Under these circumstances, the textbooks play an important role of the concretism of the new policy, which means the final version of the textbook presents the aspect of the educational philosophy of the cultural camp. To know the effects and the predicaments of Arts and Humanities curriculum policy may by surveying the process of compilation and review, therefore, it is necessary to understand how the textbooks be formed. This study focus on the interaction and the extensional issue between the compilers, reviewers, publishers and the other related members of Nation Institute for Compilation and Translation of Arts and Humanities textbooks who attended the evolution of the three different curriculum guidelines in 2000, 2003 and 2008. According to the main topic of this research, this study is researched by several ways including in-depth interview and documentary analysis. The members of interviewers includes the compilers, reviewers, publishers and the related of National Institute for Compilation and Translation. On the part of the analysis of documents includes the inspecting comments and official documents. By investigating and analyzing the multiple inspection and document, the formation of grade 1-9 Arts and Humanities textbooks is constructed. The results of this research indicate that the balance of compilers and reveiewers’ discussions and contents of textbooks are reached through a long-term process. In 2008, the new curriculum guidelines has been issued, and the formations of the secondary Arts and Humanities textbooks gradually entered a new stationary phase. Viewing the procession of the compilation and review, the contents, ideology and the intervention of administrative authority affected the formation of grade 1-9 Arts and Humanities textbooks, and they are finalized after long-term process. According to the results, there are some advice in this study for the policy makers, reviewers and administrative side, compilers and publishers, and follow-up studies. It may be references for the further study of Arts learning areas in 12 year public education.