教科書開放政策下的自由與規範-以高中公民與社會科教科書審查歷程為例

Abstract

本研究旨在探究教科書開放政策的理想與實際狀況，以高中公民與社會教科書審查歷程為例，透過論述分析，了解編審雙方如何透過審查歷程影響教科書文本的形塑，進而思考教科書審查歷程中存在的規範與自由。

為達到上述之研究目的，本研究以論述分析為主，採用下列三種研究方法：1.理論探究：透過結構規範與行動自主、論述與權力等相關理論，了解結構規範與行動者之間的關係。2.文件分析：主要應用在教科書開放政策與審查歷程的相關文件上，針對立法院公報、教科書開放政策官方文件、課程綱要、審查規定、教科書文本、審查意見、報紙新聞評論等文件進行分析與整理。3.訪談：訪談教科書編者與審查委員共13位對於教科書審查的相關看法。

透過教科書開放政策的立論探討，了解到教科書開放政策是基於政治(專制-民主)與經濟(市場化)兩種論述為主軸，而教科書審查是結構規範與參與者自主行動的辨證歷程，編者與審委在審查歷程中面對結構規範透過論述與具體的因應行動，使教科書結構與文本內容產生改變。本研究乃分別從教科書審查歷程所牽涉到的不同相關對象，提出具體作法供參考。最後並就本研究不足之處，提供建議，以資未來相關研究。

This study was designed to compare the ideal of the open textbook policy and the actual implementation situation. The author took senior Civics and Society textbook review process as an example for analysis. By applying the discourse analysis approach, this study aims to understand how the textbook editors and review committee members have their influences on textbook formation, and to examine how the freedom and regulations be exercised in the textbook review process. To achieve the research goals, methods applied in this study include: (1)literature review－to understand the relationship between regulated structure and autonomy of action; (2) document analysis－to analysis policy statements, meeting minutes, official documents, scholarly reports, newspaper articles, editorials, and etc., to grasp an over all picture of the contextual background and the review process; (3)interviews－to understand the opinions and thoughts of the related issues from the textbook review committee members and textbook editors. The arguments of the open Textbooks policy are composed of two main axis, one of political aspect (authoritarian - democracy) and the other of economic aspect (market).According to the analytical results, it turns out that textbook review is actually a dialectical process of regulated structure and autonomous action. In the process, both review committee members and textbook editors exercise their discursive power and actual responsive action to make the change of the textbook structure as well as the context. Based on research findings, this study provides recommendations not only for the enactment /improvement of the new textbook policy, but also for future studies.