《中國文化基本教材》為臺灣高中學生建立一條聯繫「古代經典」的橋樑，自民國51（1962）年起納入國文科的課程標準之中，其內容的選用與編訂，必須考量各時期學生的需求、因應社會時代的轉變，也受到政府政策的影響，本文主要以歷時的現象陳述為主軸，不侷限於課程時數的比重、教學方法的釐清，而更深入地探究當社會文化日新月異，教材於每一次課綱調整、重新改編後，編纂方式以及詮釋立場改變的狀況。 第一章緒論，說明研究動機與目的，並梳理臺灣儒學教育的根源。第二章談論民國38（1949）年至71（1982）年之間，國民政府為安定社會，決定從人民「教育」開始，加強「教材」承襲中國傳統文化精神的功能。第三章專論民國72（1983）年至77（1987）年間以陳立夫《四書道貫》為依據而編定的教材，因解除戒嚴的文化背景，各學者專家開始針對各議題提出看法與見解，例如：《孔孟月刊》和《鵝湖月刊》，一方支持政府「復興中華文化」的訴求，另一方則有感於教材頗受意識形態的影響，力求教材能建立學生對中國文化的完整認識，於是在兩方的建議之下，教材再次重編。第四章將時間鎖定在民國77（1988）年至88（1999）年，由董金裕先生重編《中國文化基本教材》，他參考國立編譯館全國性的抽樣調查與分析，並考量社會環境的轉變，編輯一套更符合學生需求的教材。第五章結論，總結與反思研究成果。 本論文為臺灣《中國文化基本教材》一書的教育狀況、具體發展軌跡等面向作梳理，分析不同階段社會對於傳統文化的態度，尤其是經典教育的立場與想法，透過教材的內容的沿革看到它更全面的變化，為《中國文化基本教材》一書在臺灣的教育發展中，統整出具有歸屬於臺灣自身的學術脈絡。 “The basic teaching materials of Chinese culture” courses lays the foundation of connecting to Chinese ancient classic for Taiwan high school students. Since 1962, the year it was embodied in the standard courses of Chinese teaching, its content and the way to be edited has been altered according to students’ needs, society changes and government policies. This essay mainly describes the phenomenon based on historical line. Without being limited by teaching hours or ways, it deeply discusses every adjustment (including way of editing and different angles of illustration) of the courses based on rapid culture changes.
Chapter 1 talk about the motivation and purpose. Chapter 2 focuses on the time period from 1949 to 1982, the time government wished to stabilize the society, thus the courses inherits the traditional Chinese culture. Chapter 3 focuses on the time period from 1983 to 1987, in which the courses were mainly edited based on” The Confucian way : a new and systematic study of The four books” which written by Li-Fu CHEN Experts had different opinions and analysis due to the end of martial law. For instance, “Cong-Meng monthly” and “Legein monthly”, the former supported the government request of “revive Chinese culture” when the latter made students thoroughly understand Chinese culture without affected by ideology. Moreover, the courses were re-edited due to advices from both publications. Chapter 4 focuses from 1988 to 1999, the re-edited version by Jin-Yu Dung was based on sampling survey and analysis national wide held by National Academy for Education Reserch as well as under the consideration of providing students an even more suitable courses based on social changes.
This essay assays the evolution track and teaching conditions of Taiwan “The basic teaching materials of Chinese culture”, trying to conclude its thoroughly changes based on the historical development of its content and induce the thread of thoughts for it.