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返回卷期清單 (11(2) / 2018 / 8)
11(2)
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2018 / 8
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pp. 27 - 55
國中歷史課綱中的歐洲意象
European Images in Taiwan’s Junior High School History Curricular Guidelines
42
81
作者
陳昀萱 Yun-Shiuan Chen
(國家教育研究院語文教育及編譯研究中心副研究員 Associate Research Fellow, Research Center for Translation, Compilation and Language Education, National Academy for Educational Research)
甄曉蘭 Hsiao-Lan Chen *
(國立臺灣師範大學教育學系教授 Professor, Department of Education, National Taiwan Normal University)
陳昀萱 Yun-Shiuan Chen
國家教育研究院語文教育及編譯研究中心副研究員 Associate Research Fellow, Research Center for Translation, Compilation and Language Education, National Academy for Educational Research
甄曉蘭 Hsiao-Lan Chen *
國立臺灣師範大學教育學系教授 Professor, Department of Education, National Taiwan Normal University
中文摘要

本研究檢視我國自1968年九年義務教育統編本課綱至2008年九年一貫國中歷史課綱所勾勒的歐洲，以後殖民理論Said與Bhabha對於「他者」相關概念為起點，就歷經10次修訂的歷史課程標準或課程綱要進行分析梳理，發現歷年來課綱版本所勾勒的歐洲，其實反映出三個「我／他」關係時期，而這三個時期課綱對論述歐洲角度的遞變，也反映了Said與Bhabha對於後殖民情境下「他者」相關論述產生的背景與特性。

英文摘要

By examining discourses regarding Europe in curricular standards and guidelines from 1968 to 2011, this study investigated how Europe, as a type of Other, was delineated and how these discourses reflected subjectivity and a complex dynamism between China and Taiwan and Europe. Based upon Said and Bhabha’s critical theories of the Other, this study followed Fairclough’s method of critical discourse analysis and identified three approaches to presenting Europe in 10 curricular standards and guidelines over the past 40 years. The three approaches of illustrating Europe feature Said’s and Bhabha’s notion of the discursive Other produced in the postcolonial condition.

中文關鍵字

歷史課程標準／綱要;後殖民;他者;歐洲意象

英文關鍵字

History curriculum standards and guidelines; postcolonialism; Other; European images