A Study of the History Curriculum Guidelines inthe Junior High School (1987-2018)：Focus on the Concept of Citizen Education Rights
Abstract
The purpose of this study is to explore thedevelopment of the national education rights in Taiwan after the lifting ofmartial law, the historical curriculum framework and changes in the process ofdeveloping national education rights, and the evolution of the curriculumdevelopment and review mechanism. Additionally, the study aims to reflect onthe future direction of Taiwan's history curriculum. The main focus of theresearch is on the national junior school history curriculum standards and thedomain of social studies curriculum guidelines implemented or released inTaiwan after the lifting of martial law in 1987. The research methods includedocument analysis and semi-structured interviews. The findings of this studyindicate that Taiwan's education and historical curriculum development aregradually moving towards the spectrum of national education rights.
The findings of the study can be summarizedas follows:
1.During the martial law period in Taiwan, due to the authoritarian regime, therewas strict control over freedom of speech and publication. Consequently, thestate dominated all educational affairs and content. After the lifting ofmartial law, with the political restrictions lifted and influenced byinternational educational trends, especially following the enactment of the" EducationalFundamental Act", Taiwan's education transitioned from state dominance inall educational matters to gradually developing towards a direction thatemphasizes the people as the subject of national education rights.
2.Curriculum standards and curriculum objectives, from the cultivation ofnational consciousness and patriotism before the lifting of martial law,gradually shifted towards emphasizing the holistic development of students'physical and mental potentials after the lifting of martial law. Thisprogression is developmental. In terms of cultivating students' abilities incritical thinking, value judgment, and problem-solving, the continuity ofcurriculum standards and curriculum guidelines is evident.
3.In terms of curriculum regulations, the material outlines of the 1985 and 1994history curriculum standards served as the basis for textbook compilation andteacher instruction. With the loosening of curriculum constraints and increasedteacher professional autonomy, " Grade 1-9 Curriculum Guidelines" and" 12-YearBasic Education Curriculum Guidelines" provide teachers with greaterflexibility in instruction.
4.The competency indicators in the " Grade 1-9Curriculum Guidelines " are gradually moving towards the development ofcultivating students' essential abilities in the history subject. The " 12-YearBasic Education Curriculum Guidelines " plan learning content andperformance in the second-level concepts of history, including causality,evidence, multiple perspectives, and inquiry. Amidst the transformation of thesignificance of history education, it is evident that the history curriculum isevolving towards the direction of national education rights.
5.After the lifting of martial law, there was a rise in people's self-awarenessand the strengthening of Taiwanese identity. The 1994 national junior schoolcurriculum standard's section on understanding Taiwanese history overturned theprevious focus solely on Chinese history in the curriculum, presenting a newcultural dominance in state power.
6.History curriculum goals and learning performance gradually moved towardscultivating students' historical disciplinary abilities, presenting multipleperspectives, respecting differences, and designing learning with studentreflection, in line with the characteristics of national education rights.
7.In terms of the decision-making authority over educational content, thetraining and review-related organizations of the "Curriculum Guidelines of12-Year Basic Education for The Domain of Social Studies Curriculum Guidelines "have a diverse composition of personnel, with a notable inclusion of studentrepresentatives. Throughout the development process, opinions are activelysolicited through methods such as consultation meetings, public hearings,online forums, and more. This approach aligns with the characteristic ofdiverse participation in national education rights.
Based on the conclusions drawn from thisresearch, recommendations are made for Taiwan's education in the future tofurther solidify citizen educational rights, proposing relevant suggestionsconcerning curriculum development and review mechanisms, history curriculum,history teaching, and future research. Additionally, a reflection on the purposeof history education will be provided.