國家教育研究院

　　歷來有關我國教科書內容的研究，主要倚重教科書文本的解析，鮮少從歷史著眼，以致難以窺見教科書發展過程中交織的時空脈絡、意識形態、學術潮流及人際互動對於教科書發展的影響。本研究以1952-2001 年（民國41 年至90 年）間小學社會科教科書發展的相關重要人士為對象，進行口述歷史的研究，主要研究目的如下：(一) 建立1952-2001 年（民國41 年至90 年）間小學社會科教科書發展的口述史料。(二) 了解前述時期小學社會科教科書發展者的參與過程。（三) 比較前述時期小學社會科教科書的知識論及課程觀。主要研究結論為︰（一）課程觀由社會適應論轉向兒童經驗論；（二）課程性質由敘述性課程朝向概念性課程；（三）教科書中的知識論偏向知識為靜態與客觀；（四）關鍵人物的洞見引領教材革新；（五）教材實驗機制終止，阻礙教科書發展。

　　Taiwan’s textbooks researchers were used to using the method of text analysis of content analysis, but seldom focused on history. Therefore, the complexity of textbook development process which was interweaved by the social context, academic trend and interpersonal activity was rarely explained. With the attempt to collect the process data which the method of text analysis could not gain, the researchers employed the oral history research method to interview the key persons who participated in elementary social studies textbook development work from 1952-2001. The specific aims in the report are: (1)construct the datas of the oral history research of elementary social studies textbook development work from 1952-2001; (2) comprehend the process of elementary social studies textbook development during that period of time; (3) compare the views of the knowledge and curriculum of elementary social studies textbook during that period of time.The main conclusions are : (1) the views of curriculum of elementary social studies textbook transform from social adaptation to experientialism (2) the characteristics transform from descriptive curriculum to conceptual curriculum of elementary social studies textbook ; (3) the knowledge views of elementary social studies textbook trend static and objective; (4) the key persons who have the insights, lead the innovation of textbook; (5) abolishing the experimental mechanism of the teaching materials impede elementary social studies textbook development.