台灣的主體性（subjectivity）教育從教育權的角度思考，可分個人主體和國家主體，台灣過去的教育面臨個人主體和國家主體的雙重主體模糊。 台灣在解嚴後的22年內，一共換了9位教育部長，除了是教育改革問題外，也呈現了在台灣教育領域中台灣的國家想像（nation image）與國族主義（nationalism）之間的複雜糾葛。 二次大戰後，鄉土教育在台灣的發展，分成六個發展階段，從台灣的主體性追尋的角度來看，「九年一貫制」實施前後，是本研究討論與觀察的重點。 本研究全文有五章，先整理鄉土教育政策發展歷程，再討論「師資」、「教材」、「施教老師與受教學生」三個面向，發現「台灣主體性」教育哲學的建構，展現解嚴後在「人的主體性」和「國家主體性」在教育領域的辯證互動。 / From the aspect of education rights, the education with Taiwan as the subject is involved with individual subjectivity and national subjectivity. In the past, education in Taiwan blurred both individual subjectivity and national subjectivity. Since the Martial Law was abolished, there have been nine ministers of education, in part because of issues on education reforms. Moreover, it underlines the complex twist of nation image and natoionalism in Taiwan’s education system. After the Second World War, the development of the siangtu education, education about neighboring communities and the land we live on, in Taiwan has entered the sixed stage. In the prospect of in search of the subjectivity of Taiwan, the periods before and after the implementation of the 9-year integrated curriculum are worth making observations on. Thus, this thesis looks deeper into these periods and discusses them. There are five chapters in the thesis. First is the development of the siangtu education policy presented. Then come the discussions in the aspects of “teacher resources,” “material,” and “those who teach and those who are taught.” That results in the possible ways which may help the construction of education philosophy of the “subjectivity of Taiwan.” The debates in the education field about “individual subjectivity” and “national subjectivity” after the abolishment of the Martial Law are also shown in the thesis.