Institutional Changing and Education Reforming--A Case Study of High School Curriculum-guideline Revision in Taiwan

• Main Authors: TSAI, PEI-JUNG, 蔡沛蓉
• Other Authors: 宋興洲
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/9p3smc

博士 === 東海大學 === 政治學系 === 107 === This paper explores the way in which the power of ruling party involved in the revision process of senior high school curriculum-guidelines in Taiwan. The new high school curriculum-guidelines to be launched in the 108th school year, is the core curriculum reform in the 12-year national education policy and the largest educational reform project in the history of education in Taiwan.However, in the revision process of the senior high school curriculum-guidelines, the “anti-black-box operation of curriculum-guidelines” movement was triggered by the fine-tuning of the curriculum-guidelines during the period of Ma’s Administration. When Tsai took office as the President, an administrative ordinance was issued to abolish the highly controversial fine-tuning curriculum-guidelines. Despite the controversies about the proportion of classical Chinese being taught and about historical viewpoints of Taiwan or China, the Tsai’s Administration still steered the revision process. That is, the ruling party is arguing between the ideology of "Chineseization" or "Taiwanization" in the high school curriculum-guidelines. Therefore, this thesis intends to explore the three aspects of the influential curriculum-guidelines in which the governors use power in the process of the change of the high school curriculum-guidelines system with the concept of the third face of power proposed by Lukes, and historical institutional theory historical institutional theory, which emphasizes the ideological power operation. The study results is that the revision of the high school curriculum-guideline is indeed related to the political ideology of the national leader, and the power exercise of the ruling party governor has multiple aspects, and the revision process of the curriculum-guideline also has the effect of path dependence.