近代化的學校音樂教育早在一百多年前的日治時期就進入了臺灣。1949年以後，日本時代習唱的「君之代」、「天皇陛下」，搖身一變成了「國旗歌」及「先總統蔣公紀念歌」。戰後初等教育的音樂教科書，反共抗俄與保家衛國等愛國歌曲，深刻的烙印在當時人們的集體意識之中。本文探討的重點有三：（一）近代臺灣初等音樂教育之變遷：日治時期的唱歌科做為臣民德性養成的輔助工具，同時也引領臺人了解音樂教育的內容，卻於戰後因統治者身分的改變，歌詞語言的不同，使得臺灣音樂教育工作者以抗戰歌曲、中文創作歌曲全面取代日本音樂教材。（二）國家政策對音樂教科書的介入：從蔣中正總統強化民族精神的教育觀點決定了教育政策，教育政策向下決定了音樂科課程標準的制定，音樂教科書在課程標準的規範及國立編譯館的管制下，難逃意識型態的灌輸。（三）初等教育音樂教科書的分析：1952與1962年的審定本教科書，充斥著愛國歌曲、紀念日歌曲及反共抗俄的歌曲。1968年的國定本教科書，除了上述歌曲外，配合中華文化復興運動，教科書收錄中國大陸歌謠，也增加中國樂器的介紹。 Modernized school music education entered Taiwan as early as one hundred years ago under Japanese rule. After 1949, the familiar songs of “Kimigayo” and “Tenno Heika” in the Japanese period changed to “National Flag Anthem” and “Chiang Kai-shek Memorial Song.” Music textbooks in post-war elementary education, patriotic songs that resisted Communists and Russia, and protected the family and nation were deeply branded on the collective consciousness of the people. This paper explores the following three points. (1) Changes in contemporary Taiwanese elementary music education: Under Japanese rule, the singing subject was used as a supplementary tool to cultivate the subject character, and led Taiwanese people to understand the content of music education. However, after the war, due to the regime change and the different language for lyrics, those who worked in Taiwanese music education use songs about the War of Resistance and Chinese songs to fully replace instructional materials on Japanese music. (2) Intervention of national policy in music textbooks: President Chiang Kai-shek’s educational perspective for strengthening of the national spirit determined educational policies, and policies determined the establishment of standards in the music curriculum, thus music textbooks could not escape the infusion of ideology under regulations of curricular standards and controls of the National Institute for Compilation and Translation. (3) Analysis of music textbooks in elementary education: The evaluated versions of 1952 and 1962 textbooks were full of patriotic songs, songs for commemorative days, and songs about the resistance of Communists and Russia. The national version of 1968 textbooks had the previously mentioned songs, but in accommodation with the Chinese Cultural Renaissance, textbooks included songs from mainland China, and added introductions on Chinese instruments.
