國小社會課程中上階級意識型態之研究
Abstract
本研究由探討階級、課程與教育，釐清課程與階級的關係，進而剖析現行課程綱要和教科書所呈現的中上階級意識型態，及其形成之社會脈絡。為達本研究目的，採用批判論述分析研究方法，以九年一貫課程國小社會學習領域之課程綱要與教科書為研究對象，並訪談教科書編寫者，進而分析教科書的中上階級意識型態及其型塑歷程與社會脈絡，以文本分析、過程分析和社會分析的三層論述分析向度。
本研究獲致以下結論：
一、課程綱要能力指標以「階層」著墨，並未在課程的規劃或議題的融入上有所著墨。
二、教科書論述隱含了中上階級的權力與控制，透過階級的權力控制教科書內容，使得「他們」成為弱勢群體的代名詞。
三、教科書論述呈現中上階級的文化色彩，對勞工階級文化和生活型態則是予以刪除。
四、教科書編寫者認為階級議題具有敏感性，拒絕肯認階級，卻又在不自覺的權力與意識型態運作下，無意識的將內化的價值觀呈現在教科書的內容。
五、歷史因素使得階級議題長期受到壓抑，儘管全球化影響臺灣課程階級論述，但全球化下社會變遷所產生的階級問題卻未討論，僅是營造和諧與美好的社會景象。
根據以上研究結果，本研究提出的建議如下：
一、九年一貫課程綱要宜明確處理階級議題，建議直接列入「階級議題」。
二、課程內容擴展多元文化的意識，積極納入弱勢群體。
This study clarified the relationship of curriculum and class and further analyzed the ideology of upper and middle class presented in current curriculum guidelines and textbooks and the social network formed by it through the investigation of class, curriculum and education. To achieve the research purposes, this study utilized critical discourse analysis to respectively analyze the curriculum guidelines and textbooks, textbook writers and social context of social studies in elementary schools by three dimensions of discourse – textual analysis, processing analysis, and social analysis. The following conclusions were obtained: 1. The competence indicator of curriculum guideline focused on “class” and did not describe curriculum planning or the inclusion of the issue. 2. The discourse in the textbooks implied the power and control of upper and middle class. Their power controlled the contents of textbooks, and this made “them” a pronoun of minority group. 3. The discourse in the textbooks presented the culture of upper and middle class and removed the contents related to the culture and lifestyle of working class. 4. Textbook editors regarded that the issue of class was a sensitive one and refused to recognize it; nevertheless, they have presented their internalized values in the contents of textbooks with the operation of power and ideology unconsciously. 5. Historical factors have repressed the issue of class. Although globalization has affected the discourse of class in Taiwan’s curriculum, the issue of class produced by the social change due to globalization was not discussed. It only created an image of harmonious and beautiful society. Based on the above results, this study proposed the following suggestions: 1. Grade 1-9 Curriculum Guidelines should deal with the issue of class explicitly. It was suggested to add an item of “class issue.” 2. For the contents of curriculum, the multicultural consciousness should be strengthened and minority group should be included. Key words: social studies curriculum, class, ideology, textbook, critical discourse analysis
This study clarified the relationship of curriculum and class and further analyzed the ideology of upper and middle class presented in current curriculum guidelines and textbooks and the social network formed by it through the investigation of class, curriculum and education. To achieve the research purposes, this study utilized critical discourse analysis to respectively analyze the curriculum guidelines and textbooks, textbook writers and social context of social studies in elementary schools by three dimensions of discourse – textual analysis, processing analysis, and social analysis. The following conclusions were obtained: 1. The competence indicator of curriculum guideline focused on “class” and did not describe curriculum planning or the inclusion of the issue. 2. The discourse in the textbooks implied the power and control of upper and middle class. Their power controlled the contents of textbooks, and this made “them” a pronoun of minority group. 3. The discourse in the textbooks presented the culture of upper and middle class and removed the contents related to the culture and lifestyle of working class. 4. Textbook editors regarded that the issue of class was a sensitive one and refused to recognize it; nevertheless, they have presented their internalized values in the contents of textbooks with the operation of power and ideology unconsciously. 5. Historical factors have repressed the issue of class. Although globalization has affected the discourse of class in Taiwan’s curriculum, the issue of class produced by the social change due to globalization was not discussed. It only created an image of harmonious and beautiful society. Based on the above results, this study proposed the following suggestions: 1. Grade 1-9 Curriculum Guidelines should deal with the issue of class explicitly. It was suggested to add an item of “class issue.” 2. For the contents of curriculum, the multicultural consciousness should be strengthened and minority group should be included. Key words: social studies curriculum, class, ideology, textbook, critical discourse analysis
Description
Keywords
社會課程, 階級, 意識型態, 教科書, 批判論述分析, social studies curriculum, class, ideology, textbook, critical discourse analysis