臺灣1945年至1967年國民學校國語科目的形成與展演：一個行動者網絡理論的視角   全文下載 更多文章

The Formation and Performance of the Elementary School National Language Subject in Taiwan during 1945-1967: A Perspective of Actor-Network Theory

本研究嘗試使用行動者網絡理論（簡稱ANT）之概念與方法，探究1945∼1967年國民學校國語科目的形成和展演。以ANT的觀點，國語科本身為網絡連結的效果，是一個多元異質要素連結促成的一個聚合體，它由國家政策、教育方針、課程標準和國語課本等連結促成。1945∼1949年期間，祖國化教育、抗戰建國目標與三民主義之聚合，促動臺灣的三民主義教育制度和「建國」國語科目。1950∼1967年，國民政府遷臺後，反共復國目標形塑臺灣的學校教育和課程，促成1952年與1962年修訂的「國民學校課程標準」和一系列學校內實施民族精神教育和反共復國教育的綱領與辦法，以確保復國教育的實作。加上課程標準所列的各面向綱要，從讀書、說話、作文、寫字到注音符號的加入，逐漸展演出「復國」國語科目和豐富的國語文元素。

This study draws on actor-network theory (ANT) to trace the formation and performance of the national language subject in elementary school in Taiwan from 1945 to 1967. From the lens of ANT, the national language subject itself can been seen as network effects and an assemblage of heterogeneous elements, including national policies, educational policies, curriculum standards, and national language textbooks. During 1945-1950, the Sinicization goal, anti-Japanese war and nation building policy, and the Three Principles of People formed an assemblage of an education system based on the Three Principles of People that enacted a national language subject for national building. During 1950-1967, after the ROC government relocated to Taiwan, anti-communism and national restoration policies shaped school education and curriculum, and enacted the revisions of curriculum standards in 1952 and 1962 as well as various educational policies and implementation plans to ensure practices of education for national restoration. With the gathering of elements stated in curriculum standards such reading, speaking, writing, listening, and the Mandarin Phonetic symbols, a national language subject for national restoration was enacted with rich language elements.