隨著1980年代臺灣意識及原住民族運動的興起，教科書中的原住民族書寫也逐步受到重視，並促發相關的社會運動要求教科書修訂。1993年教育部宣布將以《認識臺灣》（分為歷史篇、地理篇及社會篇）的新科目取代原有的國一社會領域課程，以回應日漸升高的臺灣意識。然而，教科書中潛藏對原住民族的忽視乃至偏見卻仍然存在，在2015~2016年的反社會領域（歷史）課綱微調社會運動中更成為關注的焦點之一。在課綱之外，原住民族相關團體也發起檢視教科書的行動。課綱引導教科書的書寫，本文將從課綱著手，探討1993年《認識臺灣》列為國中正式課程以來，社會領域課綱中所呈現的原住民意象及其演變，並藉由對十二年國教社會領綱實施前的最後一版社會領域教科書的檢視，歸納既有教科書的問題，以提供未來檢視十二年國教社會領域教科書原住民族書寫的比較基礎。

With the increasing awareness of Taiwanese indigenous peoples and their movements in Taiwan, the inclusion of content on indigenous peoples in textbooks has been receiving increasing attention, and various related social movements have been promoted. In 1993, the Ministry of Education replaced its original social studies curriculum for first-year junior high school students with the “Getting to Know Taiwan” curriculum in response to the increasing awareness of the Taiwanese identity . However, the neglect of and prejudice against indigenous peoples have always been reflected in textbooks. This study explored the content on indigenous peoples in Taiwan’s social studies curriculum from 1993 onward (including the textbooks used in 2018). We also present the possible directions for developing a social studies curriculum that incorporates content about indigenous peoples.

社會領域課綱;教科書;原住民族;平埔族群

social studies curriculum guidelines; textbooks; indigenous peoples; aboriginal