國家教育研究院

　　十二年國教自108年開始正式實施，而其中核心素養的推動與落實更是各級教育階段課程與教學的重點，這對未曾有過相關經驗的教師而言，並不是一件容易的事。本研究期望透過建立素養導向教學的適切指標，幫助教師們落實於其課室的教學。本研究目的有二：(一)發展國中社會領域(歷史、地理、公民)與綜合活動領域(家政、童軍、輔導)的教師在課室落實素養導向教學的適切指標；(二)了解國中社會領域(歷史、地理、公民)與綜合活動領域(家政、童軍、輔導)的教師在素養導向課程與教學的實施情形與困境，並提出改善的因應策略。
　　本研究採取採用質量混合法中的「嵌入型設計」，運用文件分析、課室觀察、教師與專家諮詢、問卷調查等資料蒐集的方法，達成研究目的。研究成果可作為國中社會和綜合活動領域教師課堂教學實踐與相關政策擬定之參考，並提供未來課綱研究發展之建議。
 

　　Started from the academy year of 2019, Curriculum Guidelines of 12-year Basic Education is carried out in school of all stages. Core competence plays an important role in curriculum and instruction, but most of teachers are unaware of its definition and the way of implementation. The purposes of this study are (1) developing competence-oriented instructional indicators for Social Studies and Integrative Activities in junior high school, (2) understanding the implementation and problems of competence-oriented instruction for Social Studied and Integrative Activities in junior high school, and providing suggestions for improvement and future studies.
　　This study adopts the “embedded design” in the quality mixing method, and uses data analysis methods such as document analysis, classroom observation, teacher and expert consultation, and questionnaire survey to achieve research purposes. The results can be used as a reference for the classroom practice, form the policies for the teachers of Social Studies and Integrative Activities in junior high school, as well as provide suggestions for future researches.