馬來西亞獨中華文課本中本土素材編選的演變

Abstract

馬來西亞教育政策以單元化教育為最終目標，華教發展遭到各種教育法令的限制。自《1961年教育法令》的頒布，華文中學在威迫利誘下改制成國民型中學。全國僅剩60所堅持不改制的華文中學，統稱獨中。由於政府已停止對學校的津貼，獨中發展之路坎坷不順。終於在1973年，華教人士發動獨中復興運動以籌募發展基金，隨後更提出《獨中建議書》並成立獨中工委會，為全國獨中的發展劃一方向。工委會展開了統一課本的編纂工作及統一考試的籌備工作，獨中之教育系統更趨完善。本研究將針對第一至第三版本的三套《華文》課本進行分析，探究華文課程及課文如何實踐屬於馬來西亞本土的華文教育。量化結果顯示第一套華文課本有較多反映本土意識的的課文；第二套課本收錄了更多介紹地方色彩和馬華文學的作品；而第三套課本中與本土有關的選文相對減少。

Malaysia educational policy aimed to built-up a unitary education system to replace Chinese schools. Under Education Act 1961, Chinese schools were forced to be assimilated into National School system. The remaining 60 Chinese schools which refused to do so, being named as Chinese Independent High School. In 1973, a Chinese education movement spread all over the country as fundraising events for school development as Government had stopped funding these schools. A “proposal for Chinese Independent High Schools” was implemented to set up direction for the development of Chinese Independent High Schools. The committee under this proposal had developed a unified curriculum, textbooks and examination system which adhered to mother tongue education. This research aims to analyse the content of first to third set of Chinese textbooks and the incorporation of Malaysian culture into Malaysian Chinese education system. Research has revealed that the first set of Chinese textbooks contained lots of local issue. The second sets showed a greater number of local literature contents. However, the amount of local contents in the third set was reduced compared to the first two sets due to the stabilized Chinese Education in Malaysia.