Volume 70 No.3（Open Access） - 2024-09-30

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

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

Author：
Yuan-Yu Su, Meihui Liu / 蘇苑瑜、劉美慧
Keyword：
Civics and Society, inquiry-based design, textbook design, textbook transformation, “question-based” curriculum guideline / 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
  • Summary
  • Chinese Summary
  • Reference
  • Scholarly references
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.
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。
卯靜儒（2015）。構繪一位歷史教師的教學轉化。課程與教學，18（4），57-83。https://
　　doi.org/10.6384/CIQ.201510_18(4).0003
[Mao, C.-J. (2015). Portraying and constructing a history teacher’s pedagogical transformation.
　　Curriculum & Instruction Quarterly, 18(4), 57-83. https://doi.org/10.6384/CIQ.
　　201510_18(4).0003]
朱美珍（2019）。九年一貫課程國中社會教科書公民內涵之課程發展。教科書研究，12
　　（2），37-69。
[Chu, M.-C. (2019). Investigating the evolution of civics textbooks for junior high school social
　　studies in grade 1-9 curriculum guidelines. Journal of Textbook Research, 12(2), 37-69.]
呂秀蓮（2017）。課綱使用的理論與實例：素養為本課程設計之入門概念。大衛營文
　　化。
[Lu, H.-L. (2017). The theory and practice of curriculum guideline: The competency-based
　　curriculum design. da Wei Ying Culture.]
周祖誠、劉美慧（2018）。從編審歷程分析國小社會學習領域教科書文本知識之轉變。
　　教育研究與發展，14（2），65-92。https://doi.org/10.3966/181665042018061402003
[Chou, T.-C., & Liu, M.-H. (2018). Knowledge transformation in the process of textbook
　　censorship for elementary social studies. Journal of Educational Research and
　　Development, 14(2), 65-92. https://doi.org/10.3966/181665042018061402003]
周淑卿（2013）。課程綱要與教科書的差距問題與成因。課程與教學，16（3），31-
　　58。https://doi.org/10.6384/CIQ.201307_16(3).0002
[Chou, S.-C. (2013). The gap between textbooks and curriculum guideline: Problems and
　　factors. Curriculum & Instruction Quarterly, 16(3), 31-58. https://doi.org/10.6384/
　　CIQ.201307_16(3).0002]
洪承宇（2021）。十二年國教「課程潛力」的開展：從直述句到疑問句的「探式」公民
　　新課綱與課堂實踐（MOST 108-2410-H-002-122-SSS）。科技部。https://www.grb.
　　gov.tw/search/planDetail?id=13135275
[Hung, C.-Y. (2021). The unfolding of the “curriculum potential” in the new Taiwanese
　　citizenship curriculum: A creation of the inquiry-based approach and its classroom practice
　　(MOST 108-2410-H-002-122-SSS). Ministry of Science and Technology. https://www.grb.
　　gov.tw/search/planDetail?id=13135275]
國家教育研究院（2018）。十二年國民基本教育課程社會領域課綱及教科書編審三方座
　　談會議紀錄。https://textbooks.naer.edu.tw/MeetingOpen.aspx
[National Academic for Educational Research. (2018). Minutes of social studies curriculum
　　guideline committee, textbook editors and the review committee joint meeting. Retrieved
　　from https://textbooks.naer.edu.tw/MeetingOpen.aspx]
張茂桂（2009）。再探公民：反思高中《公民與社會》新課綱之訂定。公民訓育學報，
　　20，1-31。
[Chang, M.-K. (2009). Civic education revisited: Reflecting on the making of new course outline
　　for high school “Civics and Society”. Bulletin of Civic and Moral Education, 20, 1-31.]
教育部（2009）。普通高級中學必修科目公民與社會課程綱要。https://reurl.cc/nZq2mX
[Ministry of Education. (2009). Curriculum guidelines of high school Civics and Society.
　　Retrieved from https://reurl.cc/nZq2mX]
教育部（2018）。十二年國民基本教育課程綱要社會領域。https://www.naer.edu.tw/
　　files/15-1000-14113,c639-1.php?Lang=zh-tw
[Ministry of Education. (2018). Curriculum guidelines of 12-year basic education for elementary
　　school, junior high and general senior high schools: The domain of social studies. https://
　　www.naer.edu.tw/files/15-1000-14113,c639-1.php?Lang=zh-tw]
陳麗華（2019）。社會學習領域課程標準的想像及啟示—評介《美國社會領域課程標
　　準》及《C3美國社會領域州課程標準架構》。教育研究集刊，65（2），117-135。
　　https://doi.org/10.3966/102887082019066502004
[Chen, L.-H. (2019). Book review: National curriculum standards for social studies: A
　　framework for teaching, learning, and assessment & college, career, and civic life (C3)
　　framework for social studies state standards. Bulletin of Educational Research, 65(2), 117-
　　135. https://doi.org/10.3966/102887082019066502004]
楊國揚、林信志（2011）。九年一貫課程綱要轉化教科書之困境與因應策略。研習資
　　訊，28（3），5-11。
[Yang, K.-Y., & Lin, S.-J. (2011). Nine grade curriculum transforming dilemma consistent
　　syllabuses and textbooks of coping strategies. Journal of Educational Research and
　　Development, 28(3), 5-11.]
董秀蘭（2018，10月3日）。十二年國教公民與社會課程綱要的理念與內涵[專題演講]。
　　教育部普通高級中等學校公民與社會學科中心北區公民與社會科教師專業成長社群
　　研習會，臺北市。
[Doong, S.-L. (2018). The ideas and meanings of civics and society curriculum guidelines
　　for 12-year basic education [Invited talk]. Civics and Society Resource Center, Taipei,
　　Taiwan.]
蘇苑瑜（2021）。高中公民與社會科素養導向的教科書發展與設計—教科書內容分析
　　與編者觀點探究[未出版之博士論文]。國立臺灣師範大學。
[Su, Y.-Y. (2021). The development and design of competence-oriented textbooks for Civics and
　　Society in high schools— Content analysis of textbooks and perspectives from textbook
　　editors [Unpublished doctoral dissertation]. National Taiwan Normal University.
Ben-Peretz, M. (1990). The teacher-curriculum encounter: Theory into practice. Macmillan.
Covey, S. R. (2013). The seven habits of highly effective people: Powerful lessons in personal
　　change (25th Anniversary ed.). Franklin Covey.
Erickson, H. L., Lanning, L. A., & French, R. (2017). Concept-based curriculum and instruction
　　for the thinking classroom (2nd ed.). Sage.
Goodlad, J. (1979). Curriculum inquiry: The study of curriculum practice. McGraw-Hill.
Grant, S. G. (2013). From inquiry arc to instructional practice. Social Education, 77(6), 322-326.
Grant, S. G., Lee, J., & Swan, K. (2015). The inquiry design model. http://www.c3teachers.org/
　　wp-content/uploads/2014/10/IDM_Assumptions_C3-Brief.pdf
Herczog, M. M. (2013). The links between the C3 framework and the NCSS national curriculum
　　standards for social studies. Social Education, 77(6), 331-333.
Journell, W., Friedman, A., Thacker, E., & Fitchett, P. (2018). Getting inquiry design just right.
　　Social Education, 82(4), 202-205.
Lee, J., & Catling, S. (2017). What do geography textbook authors in England consider when
　　they design content and select case studies? International Research in Geographical
　　and Environmental Education, 26(4), 342-356. https://doi.org/10.1080/103802046.2016.
　　1220125
Seel, N. M., Lehmann,T., Blumschein, P., & Podolskiy, O. A. (2017). Instructional design for
　　learning: Theoretical foundations. Sense.
Swan, K., Grant, S. G., & Lee, J. (2012, November 14-16). College, career and civic life (C3):
　　The framework for the state standards for social studies [Paper presentation]. Annual
　　Meeting of the College and University Faculty Assembly, Seattle, WA.
Swan, K., Grant, S. G., & Lee, J. (2023). Inquiry-based practice in social studies: Education
　　understanding the inquiry design model. Routledge.
Swan, R., & Griffin, S. (2013). The development of the C3 framework. Social Education, 77(6),
　　220-221.
Thacker, E., & Friedman, A. (2017). Social studies teachers’ design and use of inquiry modules.
　　Contemporary Issues in Technology and Teacher Education, 17(3), 360-387.

 

Full Text Download


EndNote
下載可匯入格式