國家教育研究院

　　台灣近年來各項新興議題如雨後春筍紛紛浮現。在中央與地方應接不暇之餘，教育現場與學術界仍有可能重蹈過去教師教學、學生學習時間有限，而新興議題與教授壓力有增無減的困境。本研究透過文獻探討、問卷調查與焦點團體座談，廣泛了解學界與基層之意見，發現新興議題的教育意涵與重要性不喻可知，其可納入現有課綱與相關學習領域或重大議題合併實施，毋須單獨成為新的科目或另訂課綱。此外，亦可以學校本位課程發展方式、納入學年課程計畫以主題活動方式或教師自行融入各學習領域採隨機教學方式實施之。至於相關單位宜研發新興議題教材與教學活動設計，建立相關的網路平台，落實其成效。對於所謂新興議題的定義，應更為嚴謹周延；除了將相關議題予以整併或重新組合、分配，也應審慎評估其實施的必要性，並重新檢視新興議題內涵無法落實於教育現場的原因。

　　Various emerging issues thrive recently in Taiwan. Both central and local government struggle with these issues, while the practitioners and academia still have to confront with the existed problems of increasing issues, heavier teaching loads, with limited instruction/learning time. This study tries to investigate the opinions of academia and practitioners, via literature review, questionnaire survey and focus group meeting. It is found that the beliefs and importance of emerging issues are widespread. They can be integrated with current curriculum guidelines, relevant learning areas and critical issues. It is unnecessary to establish the so-called emerging issue subject, or to formulate a different curriculum outline. We may consider to combine Emerging issues with school-based curriculum development or to infuse them with school-year curriculum planning by thematic activity. Teachers can integrate these issues with learning areas also, by their professional autonomy. The agencies in charge should develop subject matters and teaching activity designs, related websites, so to make them practicable. We should be more cautious about definitions of emerging issues. Some correlated emerging issues should be consolidated, reorganized or redistributed. We also should be careful in evaluating their implementing necessity. We as well need to reexamine the reasons why emerging issues cannot be workable in practice.