中文拼音政策的爭議與課程政治面向的反省。

Abstract

本文旨在探討中文拼音政策的爭議及其對課程研究與課程實務的蘊義。先對拼音政策的發展與爭議進行歷史性的了解。第二部分則歸納爭議背後的焦點，並採關聯性分析，探討其所顯現的課程政治面向與政治蘊義。第三部分則討論課程學者與教育人員在面對類似課程的爭議時，應該採取的態度。大部分的課程決定本身都是一個政治性的決定，尤其是語文課程的決定，不僅攸關國家建立與發展，更影響個人的社會關係、情感、認同歸依與社會機會等等，去政治的課程分析模糊了議題的焦點，也讓我們喪失了問題解決的能力，課程政治面向的研究亟待重視，而其旨趣不僅僅是說明不同課程決定的政治性與基本假設，也需尋繹課程決定的規準與程序。

This paper investigates the controversies involved in Chinese Pin-Yin Policy and its implications for the political dimension of curriculum. The first part of this paper describes the evolution of Chinese Pin-Yin policy and the issues debated during this period of time. Positions and perspectives embedded behind these arguments are analyzed and synthesized. In light of the discussion in the first part， the anther discusses the implications of Chinese Pin-Yin Policy on the political dimension of curriculum. The role curriculum theorists and educators should play when faced with similar controversies are discussed in the last part. Curriculum decision-making itself is a political decision. Decisions about language curriculum have a profound impact on national formation and development as well as the identities， social relationships， social opportunities， and affections of individuals affected by that language policy. Apolitical curriculum analysis is dangerous in that it disenfranchises our ability in assessing real problems in curriculum controversies and finding solutions to them.