第七十輯．第三期（Open Access） - 2024-09-30

高中公民與社會科教科書轉化：從課綱疑問句學習內容至教科書設計

Transforming the High School Civics and Society Textbooks: From Question-based Curriculum Guidelines to Textbook Design

作　者：
蘇苑瑜、劉美慧 / Yuan-Yu Su, Meihui Liu
關鍵字：
公民與社會科、探究教學設計、教科書設計、教科書轉化、疑問句課綱 / Civics and Society, inquiry-based design, textbook design, textbook transformation, “question-based” curriculum guideline
  • 摘要
  • 英文摘要
  • 參考文獻
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研究目的：我國《十二年國民基本教育課程綱要》社會領域中，高中公民與社會科學習內容以疑問句形式呈現，在亞洲國家為一項創舉。疑問句形式課綱凸顯公民與社會科基於探究及問題導向的學科特性，期望打破過去聚焦學科知識內容的學科中心課程與教學設計，轉向學生中心的探究取向課程與教學設計。雖然社會領域綱要實施要點提示課綱使用者運用探究及提問設計建構教學活動及引導學習的重要性，然而，課綱僅以疑問句表述學習內容，並未提供課程架構及教學設計的具體指引，讓教科書編者有自行發揮的空間。教科書設計對教師課堂教學策略使用及教學實踐有重要的影響，教科書編者對疑問句形式課綱的理解、如何轉化疑問句為具體學習內容，並進一步設計教學及編製教材，為課綱落實的關鍵因素之一。因此，疑問句課綱理念如何落實於教科書文本或課程與教學實踐，實為重要的研究議題。主要理論或概念架構：不適用。研究設計／方法／對象：本研究旨在探究高中公民與社會科教科書編者對疑問句課綱的理解及詮釋、轉化疑問句課綱為教科書設計的策略及方式，以及轉化歷程中面臨之問題及挑戰。本研究透過訪談蒐集資料，以教育部2018年10月發布之社會領域課程綱要所編製、經國家教育研究院教科書研究中心審定通過之普通高中公民與社會科必修第一冊教科書編者為研究參與者。高中公民與社會科市售教科書共有四版本，研究者以立意取樣方式，分別於四版本教科書編輯團隊中選取主要負責教科書整體課程內容規劃以及實際編撰教科書之人員，各版本受訪編者皆包括主編教授、統籌編輯、編寫教授及教師，總計共17位教科書編者參與訪談。研究者採用主題分析法分析資料，依據研究問題連結精煉概念及萃取主題。研究發現或結論：本研究發現，高中公民與社會科教科書編者對疑問句課綱的詮釋及教科書設計方式包括：（一）以問題先行激發問題意識、學習過程中持續提問引發學生探究動機，編者轉化疑問句課綱為課文的形式包含問題回答、問題推論、問題解決三類型；（二）由演繹式編寫轉向情境脈絡中引導探究的歸納式編寫；（三）於課文外元件增加提問，評量設計呈現探究歷程及步驟。編者轉化疑問句課綱為教科書設計的困境包括：（一）疑問句未指涉具體內容，產生學習內容範圍界定之爭議；（二）高中階段學習內容指涉之情境較複雜，知識脈絡化的歸納式編寫遭遇困境；（三）教科書篇幅限制下，文本設計難以回應引導多元論辯的探究式提問設計。理論或實務創見／貢獻／建議：依據研究結果，本研究最後針對高中公民與社會科未來課綱修訂及教科書探究教學設計提供相關建議。
Purpose: This study explores how textbook editors have transformed “question-based”curriculum guidelines into the design of high school Civics and Society textbooks. Main Theories or Conceptual Frameworks: Not applicable. Research Design/Methods/Participants: This study conducted semi-structured interviews with textbook editors to explore their understanding of question-based curriculum guidelines and the challenges they faced when transorming textbooks. Research Findings or Conclusions: The main findings of this study are as follows. First, the editors’ interpretation of question-based curriculum guidelines included: (1) three types of text formats: question answering, question inference, and problem-solving; (2) a shift from deductive to inductive writing; (3) the addition of questions in components outside the main text, with assessments encompassing steps of the inquiry process. Second, the challenges of question-based curriculum guidelines into textbook design included: (1) controversies over the scope of learning content; (2) complex learning content which makes it difficult to implement inductive designs; (3) textbook page limits which make it challenging to effectively address inquiry questions. Theoretical or Practical Insights/Contributions/Recommendations: The study concludes by offering suggestions for future curriculum revisions and inquiry-based design of textbooks.
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