我國高中職軍訓制度之研究 - 政大學術集成

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(1)國立政治大學外交學系戰略與國際事務碩士在職專班碩士論文. 指導教授：李登科博士. 政治大. 立我國高中職軍訓制度之研究 ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. 研究生：左敦雲中華民國九十九年七月十六日.

(2) 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v.

(3) 謝詞這本論文的完成並得以付梓，要感謝我的指導教授李登科博士，老師在研究上不厭其煩地給予建議，細心指導與教誨，對問題的思考方式使我獲益良多，讓我能突破一次又一次的瓶頸，老師的博學與素養，令人佩服。感謝論文口試委員王定士教授在百忙之中，以其豐富學養，提供彌足珍貴最好的修正建議；曹雄源教授分別在桃園、台北對於論文所給予的寶貴意見，使本論文的品質能夠更加完善，兩位教授對我的關懷，令我深難言表。感謝諸位研究所學長們，因為有你們的陪伴讓學習的過程得以順利，也學習到你們的勤學及謙卑，豐富了這兩年的生活，與你們在一起的點點滴滴，將成為我日後最珍貴的回憶。. 立. 政治大. ‧. ‧ 國. 學. 對於我任教學校的長官、同事們，感謝你們對我的照顧、協助，讓我研究所能順利畢業、論文能如期完成。. n. al. er. io. sit. y. Nat. 最後，要感謝的是父母及家人在背後默默的支持與鼓勵，你們是我最大的後盾，使我無後顧之憂，專心完成碩士學業，是我能持續努力不懈的最大支柱。在此向所有關心我、支持我、協助我的人，說聲感謝。. Ch. engchi. i n U. v. 左敦雲. 謹誌. 2010 年 7 月.


(5) 摘要本文論述之主題為「高中職軍訓制度」，自99學年度起，高中職校「國防通識」正式更名為「全民國防教育」課程，至此軍訓制度改革將進入嶄新的階段。全文分三部份：首先，以「文武合一」的核心概念來觀察審視中華文化與六藝教育，說明軍訓制度的「精神」、「內容」及其「形成」，先從古代生存需要及文化思想來掌握此一制度的發生情形，作為論述高中職軍訓制度的背景說明。其次，以「軍訓教育之現況」為概念，就「制度」和「功能」這兩部份加以論說，其目的欲藉由不同時期軍訓教育的不同面貌，「導向」到「全民國防教育」本身，來論說高中職軍訓制度的發展軸線，從早期「反共復國」轉向「校園安全」及「生活輔導」，突顯出軍訓教育存在校園的意義及改變。最後則是軍訓制度改革的問題，說明現階段全民國防教育的挑戰，另一說明軍訓教育制度須具備明確法源依據，實有其必要性，而此一必要性正是軍訓教育制度在長期定位模糊下所產生的諸多問題仍未解決。希冀透過以上的論述，描繪出具有「轉折」的我國高中職軍訓制度樣貌。. 立. 政治大. ‧ 國. 學. Nat. n. al. er. io. sit. y. ‧. 關鍵詞：學生軍訓、國防通識、全民國防、文武合一教育. Ch. engchi. i n U. v.


(7) 目. 錄. 第壹章緒論········································································································· 1 第一節、研究動機與目的 ············································································· 1 壹、研究動機 ························································································· 1 貳、研究目的 ························································································· 2 第二節、研究方法與架構 ············································································· 3 壹、研究方法 ························································································· 3 貳、研究架構 ························································································· 4 第三節、文獻探討與重要名詞釋義······························································ 4 壹、文獻探討 ························································································· 4 貳、重要名詞釋義 ················································································· 7 第四節、章節安排與研究流程 ····································································· 9 壹、章節安排 ························································································· 9 貳、研究流程 ······················································································· 10. 立. 政治大. ‧. ‧ 國. 學. 第貳章我國軍訓教育之發展概況 ··································································· 13 第一節、軍訓教育與中華文化 ··································································· 13 壹、我國古代文武合一的教育思想···················································· 13 貳、我國古代文武合一的教育制度···················································· 16 參、文武分途對國家的影響 ······························································· 18 第二節、大陸草創時期 ··············································································· 19 壹、軍國民教育思潮 ··········································································· 20 貳、學校軍事訓練教育思潮 ······························································· 21 參、學生軍訓正式創建 ······································································· 23 肆、日軍侵華時期 ··············································································· 24 伍、學生軍訓式微 ··············································································· 26 第三節、政府遷臺重建時期 ······································································· 28 壹、恢復學生軍訓制度 ······································································· 28 貳、中國青年反共救國團時期···························································· 29 參、教育部時期 ··················································································· 30 肆、大學法修正及解嚴時期 ······························································· 33 第四節、現階段軍訓教育變革時期···························································· 36 小結··········································································································· 39. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. 第参章我國高中職軍訓教育之現況及特色···················································· 41 第一節、軍訓教育制度 ··············································································· 41 壹、教育部軍訓處指揮體系 ······························································· 41 I.

(8) 貳、高中職軍訓教官員額設置···························································· 44 參、全民國防教育師資資源 ······························································· 45 肆、高中職學校軍訓組織 ··································································· 46 伍、教官室組織 ··················································································· 48 第二節、高中職軍訓教官的角色與功能···················································· 50 壹、校園安全維護 ··············································································· 50 貳、春暉專案 ······················································································· 51 參、執行教育部專案 ··········································································· 52 肆、周密生活輔導 ··············································································· 52 伍、落實替代役教育服務役工作························································ 53 陸、執行全民精神動員 ······································································· 54 第三節、軍訓教育實施概況 ······································································· 55 壹、修定理論與法制基礎 ··································································· 55 貳、修定理念 ······················································································· 57 參、修定重點與特色 ··········································································· 58 肆、課程目標及其內涵 ······································································· 61 伍、核心能力及其內涵 ······································································· 63 陸、授課學分數說明 ··········································································· 65 小結··········································································································· 66. 立. 政治大. ‧. ‧ 國. 學. n. al. er. io. sit. y. Nat. 第肆章當前軍訓教育面臨之挑戰 ··································································· 71 第一節、現階段軍訓制度問題分析···························································· 71 壹、軍訓教育定位為全民國防教育的問題 ········································ 72 貳、現有組織調整的問題 ··································································· 72 参、軍訓教官員額設置基準問題························································ 72 肆、校安與生活輔導問題 ··································································· 73 第二節、軍訓制度問題之對策 ··································································· 74 壹、制度改進之基本原則 ··································································· 74 貳、制度改進目標 ··············································································· 74 参、實施策略與改進措施 ··································································· 74 肆、預期效益 ······················································································· 79 第三節、學生軍訓制度之挑戰 ··································································· 79 小結··········································································································· 80. Ch. engchi. i n U. v. 第伍章結論與建議··························································································· 83 第一節研究發現 ······················································································· 83 第二節研究建議 ······················································································· 85. II.

(9) 參考文獻 ················································································································ 89. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. III. i n U. v.

(10) 圖表目錄圖目錄圖圖圖圖圖圖. 1：論文研究架構圖 ··························································································· 4 2：論文研究流程圖 ························································································· 10 3：學生軍訓組織體系圖 ················································································· 43 4：高級中學學校組織架構圖. ········································································ 47 5：職業學校組織架構圖 ················································································· 47 6：教官室組織架構圖 ····················································································· 49. 表目錄. ‧ 國. ‧. 表表表. 學. 表. y. sit. er. al. n. 表表表. 立. io. 表. 政治大. 1：我國學生軍訓草創時期大事年表（1912-1927）······································ 22 2：我國學生軍訓創建至式微時期大事年表（1928-1948）·························· 27 3：我國學生軍訓遷臺重建時期大事年表（1949-1981）······························ 32 4：我國學生軍訓解嚴時期及現階段變革時期大事年表（1982-2010） ······ 34 5：我國軍訓教育制度發展沿革表 ································································· 38 6：教育部學生軍訓處業務職掌表 ································································· 42 7：高中職學校軍訓教官員額設置基準表······················································ 44 8：高中職學校全民國防教育課程綱要修訂重點與特色 ······························ 58 9：全民國防教育必修課程綱要與 95 學年度國防通識課程暫行綱要「課程目標」之差異 ··············································································· 61 10：全民國防教育選修課程綱要與 95 學年度國防通識課程暫行綱要「課程目標」之差異 ··············································································· 62 11：全民國防教育必修課程所欲培養之核心能力 ········································ 63 12：全民國防教育選修課程所欲培養之核心能力········································ 64 13：全民國防教育必修課程綱要與 95 學年度國防通識課程綱要「時間分配」之差異 ··············································································· 65 14：全民國防教育選修課程綱要與 95 學年度國防通識課程綱要「時間分配」之差異 ··············································································· 66 15：高中職軍訓、國防通識及全民國防教育必修課程比較表 ···················· 67 16：軍訓制度改革問題分析 ··········································································· 73 17：軍訓制度改革因應措施 ··········································································· 78. Nat. 表表表表表表表表表. Ch. engchi. IV. i n U. v.

(11) 第壹章緒論第一節、研究動機與目的壹、研究動機自 99 學年度起，高中職校「國防通識」正式更名為「全民國防教育」課程，至此軍訓制度改革將進入嶄新的階段。回顧過往，我國現行「高級中等以上學校學生軍訓實施辦法」為民國 42 年 7 月 31 日頒訂，臺灣地區高中職學校軍訓教育制度自此全面恢復實施，1並成為臺灣光復後教育的一部份，迄今已存在於校園之中已逾半世紀的歷史，在這一段期間因為解嚴及民主政治成熟發展，軍訓制度一直面臨改革精進及存廢問題的壓力。民國 90 年 11 月 14 日公布之「全民防衛動員準備法」，於民國 91 年 10 月 18 日完成修訂，辦法第 1 條為落實全民國防理念，實施動員準備，而全民防衛動員準備法第 14 條第 2 項規定訂定，為結合學校教育增進國防知識，教育部應訂定各級學校軍訓課程之相關辦法，讓學生軍訓實施有法源依據。2 民國 93 年教育部因應行政組織調整與國防通識課程即將實. 立. 政治大. ‧ 國. 學. ‧. 施而推動「軍訓制度改進方案」，民國 94 年「全民國防教育法」立法通過對國防通識教育也造成影響。「全民國防教育法」之中央主關機關為國防部，教育部為目的事業主管機關。依據「全民國防教育法」第 7 條規定：「（第 1 項）各級學校應推動全民國防教育，並視實際需要，納入教學課程，實施多元教學活動。（第 2 項）前項課程內容及實施辦法，由教育部會同中央主管機關定之。」3因此，教育部必須依法於各級學校推動全民國防教育，並研定其課程內容及實施辦法。而教育部為銜接九年一貫課程，依據高中課程規劃之「普通高級中學課程暫行綱要」，並自 95 學年度起開始實施，其中「國防通識」及「健康與護理」課程為必修科目，我國長久以來的「軍訓教育」即已改稱為「國防通識」教育，並規定授課之師資須由合格教師擔任。但是，軍訓教官不具備教師資格，而且因為軍職身分，不符合「教育人員任用條例」及「教師法」的適用對象，因此被摒除在師資培育計畫之外，隨著 95 學年度的開始，本應由具教師資格之國防通識教師授課，由於尚未有合格師資情形下，目前仍由軍訓教官兼課，這對課程規劃及學生受教權均是不合法理。而改變的不僅是實施多年軍訓課程內容，影響最深的是「全民國防教育」的師資來源，將不再僅限於軍訓教官，而是由修習完成教育學程及相關通識學程的人員實施授課，這將對實施多年的軍訓制度將產生重大衝擊，值得研究者就相關議題予以研究，此為研究動機之一。教育部又考量軍訓教官大多數為軍事院校畢業，且都於部隊服役後轉考教. n. er. io. sit. y. Nat. al. 1. 2 3. Ch. engchi. i n U. v. 張芙美，《中華民國臺灣地區軍訓教育發展之研究》。臺北：幼獅文化公司，民國 89 年 9 月，頁 74。行政院，《全民防衛動員準備法》，民國 90 年 11 月。行政院，《全民國防教育法》，民國 94 年 2 月 2 日。 1.

(12) 官，具有國防軍事專業素養，為目前全民國防教育「軍訓課程」唯一的施教者，因此提出「師資培育法」第 23 條之 1 修正草案，提供教官師資職前教育進修機會，希望能夠比照護理教師模式，在修畢規定的教育課程後，得以任教 2 年折抵教育實習，並申請教師資格檢定，通過者由中央主管機關發給合格教師證，另外又研擬比照專任體育教練模式，修訂教育人員任用條例，期能將軍訓教官正式納入教育人員，4以兼顧實務運作，然而上述草案及條文修訂迄今多年仍無進展，相關配套措施也未能說明，基層軍訓教官對於現行軍訓制度發展普遍缺乏認知與共識，這部份誠然有必要加強此作法相關的研究，此為研究動機之二。普通高級中學「全民國防教育課程」是由民國 95 年實施之「普通高級中學課程暫行綱要」之「國防通識科」及其前身「軍訓」課程演進而來。其中原「軍訓」課程更名為「國防通識」，與「全民國防教育」課程之規劃有所重疊。經研究小組5多次會議研商討論並陳請核示後，決議全民國防教育科課程綱要自 99 學年度起正式實施，取代 95 學年實施之「國防通識」課程暫行綱要。6自民國 99 年起，高中職校「國防通識」正式更名為「全民國防教育」課程，安排於高一學年實施必修 2 學分。與 95 學年暫行綱要國防通識課程之必修 4 學分、選修 4 學分相較，授課時數大幅減少，在課程大幅委縮情形下，高中職學校教官編制數也會逐年減少，教官角色功能逐漸被弱化，而授課班級不足，學生生活輔導工作也將困難，最終在校園中的實質效益將僅於校園安全維護。所以本研究著眼於我國實施軍訓教育制度的問題及現階段制度變革作一統整，以提供軍訓教育制度變革後續研究者參考，此為研究動機之三。. 立. 政治大. ‧. ‧ 國. 學. n. al. er. io. sit. y. Nat. 貳、研究目的. i n U. v. 鑑於我國高中職學校「全民國防教育」實施後，軍訓教官已不是唯一授課師資，但是教官在學校之中除了軍訓教學外，仍需擔負「學生生活輔導」及「校園安全維護」的多元功能及角色，面對軍訓制度的變革，必須要釐清其角色定位及工作職責，並取得軍訓工作的法律地位，國人對於軍訓制度才不會有所質疑，因此本研究之目的有三：一、探討當前我國高中職學校軍訓教育的發展特點及軍訓教官所扮演的角色。二、分析研究目前高中職學校軍訓教育所面臨之挑戰。三、軍訓教育未來的展望。. 4 5. 6. Ch. engchi. 教育部，《軍訓通訊 732 期》，民 96 年 2 月 1 日，版 1。民國 96 年教育部成立「全民國防教育科課程綱要專案小組」，由淡江大學國際事務與戰略研究所所長王高成教授擔任召集人，延聘原淡江大學（現任東華大學）施正鋒教授、政治大學顧忠華教授、大同大學曾章瑞教授、實踐大學賴岳謙教授、淡江大學李麗君教授、臺北市立松山高中林石得校長、國立臺中女中楊寶琴校長、國立新竹女中周朝松校長、軍訓處劉家楨科長、國安會副研究員蘇紫雲等專家學者及師培機構代表進行課綱修訂之研議。教育部中教司，〈普通高級中學全民國防教育科課程綱要補充說明〉。臺北：教育部，民國 99 年，頁 20-1。 2.

(13) 第二節、研究方法與架構高中職軍訓制度如何在全民國防教育或在學生生活輔導及校園安全扮演關鍵性的角色，都是複雜的問題，但以科學的研究方法，選擇適當的研究途徑切入主題，仍然可以獲得合理的論點。謹就研究方法與論文架構，做以下之敘述：. 壹、研究方法研究方法係指蒐集和處理資料的手段，以及其進行的程序。7本文的研究方法採用文獻分析法及歷史研究法。文獻分析法藉由文獻的蒐集與分析，來作為研究方法，一般而言，資料來源可分為三大類:一是檔案、官書、歷史遺物、遺址、文件、數據、訪談、日記、相片。二是期刊文章、專書、翻譯。三是百科全書、字典、年刊、手冊、書目、索引、摘要、電子索引等。8透過國內目前研究有關軍訓制度書籍、論文、期刊、報紙、網站資料及官方文件等的廣泛蒐集，內容進一步分析比對，綜整各學者之研究發現，以提出本論文之研究架構及研究假設之基礎；歷史研究法就是指軍訓教育實施中的歷程往事，或軍訓教育歷程中往事的紀錄，針對有關的資料採行有系統的程序，來探討過去教育環境、組織、事件、問題或制度的研究方法，探討現階段高中職校軍訓教育之功能，求取客觀的論點作為未來改革精進之方向。. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. 7 8. Ch. engchi. i n U. v. 朱浤源，《撰寫博碩士論文實戰手冊》。臺北：正中書局，民國 94 年 4 月，頁 162。葉至誠，《社會科學概論》。臺北：揚智文化事業股份有限公司，民國 89 年 3 月，頁 102。 3.

(14) 貳、研究架構圖 1 論文研究架構圖. 發展. 高中職軍訓制度治. 立. 政. 大挑戰. ‧. ‧ 國. 學. 展望. sit. y. Nat. io. n. al. er. 資料來源：作者自繪。. Ch. engchi. i n U. v. 第三節、文獻探討與重要名詞釋義壹、文獻探討. 本文獻探討以學生軍訓制度沿革為基礎，一部份是記敘學生軍訓的歷史淵源、時代背景及其成長歷程，並對遷臺後政府運用青年愛國組織重建軍訓制度並推行至今做探討，另一方面以教育部軍訓處推出之「軍訓制度改革方案」之內容，以及 94 年通過之「全民國防教育法」對軍訓制度之影響，其中普通高級中學「全民國防教育課程」是由民國 95 年實施之「普通高級中學課程暫行綱要」之「國防通識科」及其前身「軍訓」課程演進而來，並於 99 學年正式實施，對「全民國防教育」施行後之相關問題納入探討範圍。有關我國學生軍訓制度歸納以下五類：. 4.

(15) 一、學生軍訓制度沿革及發展教育部學生軍訓處編印《學生軍訓五十年》，9敘述學生軍訓的歷史淵源、時代背景及其成長歷程加以記敘，書中從民國 17 年學生軍訓制度在以國家強盛，革命成功的前提下創建，至民國 67 年做階段性的回顧與檢討。書中學生軍訓制度的資料相當完整豐富，對本研究可以提供軍訓制度的歷史憑藉及功能佐証之資料。張芙美在《中華民國台灣地區軍訓教育發展之研究》一書，對於我國軍訓制度的發展與沿革有完整的敘述，並認為從我國國情考量應該要永續推動軍訓教育，但要提供適切的教材及修訂課程內容，應以學生為中心的思考取向；其中從軍訓教育的發展到所面臨的問題，以及在大學存廢的公聽會中，整理學生、校方、學者及軍訓人員的綜合意見，對我國學生軍訓教育制度的實施成果有完整的蒐集 10 ，頗值本研究參考。. 政治大二、軍訓制度與黨化教育之探討立 ‧. ‧ 國. 學. 林玉體在《台灣教育面貌四十年》中，11認為教育體制至少在理論上，是在「國民黨的根本政策之上」，建立「教育方針」，使學校的課程「與黨義不違背」，「並能發揮黨義和實施黨的政策」，認為軍訓課程正是黨化課程應與教育分離；薛化元在《自由中國與民主憲政》認為配合中國國民黨的改造，蔣中正總統（總裁）透過組織的方式，直接掌握黨部，以黨領政、以黨領軍，加上在總統府之下由蔣經國主導的情治組織，以及 1952 年成立扮演動員青年學生及落實政治社會化的救國團，強人威權體制逐漸成形、鞏固。12另外薛化元在〈戰後台灣教育制度中國家權力問題的歷史探討〉認為除了黨化教育之外，軍訓教育及所謂民族精神教育，也是國家機關在戰後宰制教育內容的另一個重要面向。而生活輔導組主任亦常由教官，整個軍國民教育體制及文武合一教育體制在高中以上學校，已經全然存立。13對於其論述可以瞭解軍訓制度與政黨的歷史關係。. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. 三、軍訓制度之存廢問題賀德芬在〈大學之再生〉認為應該廢除軍訓制度，其中對大學軍訓制度提出看法，主要論點在「教官控制學生思想」、「軍訓教育不具學術性質」、「軍訓制度 14 干涉行政」、「軍訓教官執行黨團任務」等反對軍訓教育的建議，目前仍具爭議 9. 教育部軍訓處，《學生軍訓五十年》。臺北：幼獅文化，民國 67 年。張芙美，《中華民國臺灣地區軍訓教育之研究》。臺北：幼獅文化，民國 88 年 9 月。 11 林玉體，《臺灣教育面貌四十年》。臺北：自立晚報社，民國 76 年。 12 薛化元，《『自由中國』與民主憲政》。臺北：稻鄉出版社，民國 85 年，頁 47-50。 13 薛化元，〈戰後臺灣教育制度中國家權力問題的歷史探討〉，《回顧老臺灣展望新故鄉：臺灣社會文化變遷學術研討會論文集》。臺北：國立臺灣師範大學歷史學系，民國 89 年。 14 賀德芬，《大學之再生─學術自由、校園民主》。臺北：時報文化出版社，民 80 年。 10. 5.

(16) 的看法就是「軍訓教官不具備教師資格卻在學校授課」、「教育部軍訓處的設立違反現役軍人不得擔任文官的憲法規定」、「軍訓教育不具學術性質」；謝元熙於〈文武合一教育之功能〉則說明學生軍訓是強國強種的優良學制，亦為人文教育的一部份，不能偏廢，並反駁教官干涉行政、妨礙學術自由等批評，15書中內容從國家戰略角度、軍訓疑義及學生生活教育輔導，可以提供本研究對於軍訓制度的價值及功能佐証之資料。. 四、國防教育課程之發展陳式平在《國防教育概論》、《國防教育效能》及《國防教育體制》等三冊書中，認為我國在發展全民計劃教育的整個歷程中，必須有賴于「文武合一」、「建教合作」與「教戰合一」的教育結合運作與發展，厥具適合國防需要為中心，然後纔能使國家整體教育都能維繫國防教育體制，結合國家建設與國防建設需要，培養全民人人均能成為允文允武、術德兼備的現代化國民。16本書三冊全文一百二十餘萬言，說明國防教育要義及其思想理論，旁徵博引，構思甄序，彙整一系列國防教育概念。. 立. 政治大. ‧ 國. 學. 五、軍訓制度與全民國防教育. ‧. n. al. er. io. sit. y. Nat. 湯文淵在《我國全民國防教育戰略觀》中，17認為全民國防是我國當前最重要的國防政策，全民國防教育又為落實全民國防之具體途逕，從戰略角度切入，思考全民國防教育落實之成效及途徑，並以中等以上學校軍訓教育積極轉型為基石，突破大學通識教育之視野，探索國防學術研究方向，體現軍事教育兼具思與行，並將國防教與要旨向下札根於國民教育內函，進而整合國內社會及軍方國防教育資源系統，完成全民國防資源聯結，以追求生活條件與戰鬥條件和一之國防教育目標。喬金鷗在《全民國防》中，18介紹全民國防的意義及重要性，分析國外重要國家的全民國防概念與現況，對於我國目前所面臨的國家安全威脅，更凸顯實施全民國防教育的必要性。從校園的軍訓教育走向社會各階層的全民國防教育，希望落實到全民防衛動員準備，以增加國土防衛的戰力。林哲夫在《全民國防與國家安全》中，19收錄研討會論文，說明公民防衛〈Civilian─Based Defence；簡稱 CBD〉在台灣是一個新的國防觀念，經由事前研究設計的通識國防教育課程及訓練計畫，對於任何企圖非法入侵及篡權的統治者發揮其功效，在承平時期，發揮其嚇阻效用；在戰時，則發揮其防衛社會、民主體制的功能，使敵人無法達到非法佔領的目的。這些都是透過全民性的非暴力不合作及政治違抗的手段 15 16 17 18 19. Ch. engchi. i n U. v. 謝元熙，《文武合一教育之功能》。臺北：臺灣書店，民國 82 年。陳式平，《國防教育概論》。臺北：黎明文化，民國 75 年 4 月。湯文淵，《我國全民國防教育戰略觀》。臺北：幼獅文化，民國 95 年。喬金鷗，《全民國防》。臺北：幼獅文化，民國 95 年。林哲夫，《全民國防與國家安全》。臺北：前衛出版社，民國 91 年。 6.