CAJ | 학술논문

2000年以来台湾中小学实施的“国民教育阶段九年一贯课程总纲纲要”及教科书改革使得人文教育的主流理念与价值观念发生了很大变化。内涵的包容性和外延的宽泛性成为新时期人文教育的基本特点。同时，人文教育在教化情结上还呈现出“台湾主体意识”与“大中国意识”不断拉锯角力、价值取向上单一本位和多元本位交错叠加、课程设计上综合统整与实践体验相互融合等特质。如何解决和摒弃台湾中小学人文教育中的问题和非理性元素，真正建立起主体独立、价值超功利的人文教育体系，是台湾当局亟需解决的问题。
2000년이래태만중소학실시적“국민교육계단구년일관과정총강강요”급교과서개혁사득인문교육적주류이념여개치관념발생료흔대변화。내함적포용성화외연적관범성성위신시기인문교육적기본특점。동시，인문교육재교화정결상환정현출“태만주체의식”여“대중국의식”불단랍거각력、개치취향상단일본위화다원본위교착첩가、과정설계상종합통정여실천체험상호융합등특질。여하해결화병기태만중소학인문교육중적문제화비이성원소，진정건립기주체독립、개치초공리적인문교육체계，시태만당국극수해결적문제。
Great changes have taken place in the mainstream ideas and values of the humanities education ever since the implementation of the ＂＇ Nine-year Syllabus＂ and the reform of the textbooks in Taiwan primary and secondary schools in 2000. The inclusiveness in connotation and the broadness in denotation have become the basic characteristics of the humanistic education in the new era. At the same time, the humanities education shows some special features in enlightenment complex, such as the constant see-saw wrestling between ＂Taiwan Subject Consciousness＂ and ＂China Consciousness＂ ,the staggered superposition of single standard and multi standard in value orientation and the integration of the comprehensive integration with practical experience in curriculum design. Therefore, how to abandon the problems and the irrational elements in the humanities education in Taiwan primary and secondary schools, and at the same time to really establish an independent humanities education system with the value of ultra-utilitarianism is still a problem that confronts Taiwan authorities.