國家教育研究院

　　本研究旨在探討學校人員對於各項議題課程實施之觀點、瞭解重大與新興議題納入學校課程的實施方式及研擬各項議題課程在學校中實施的配套措施。研究者於2010.12至2011.8以焦點座談、訪談為主要收集資料的方法，並輔以研究者本身參與新興議題推廣工作的觀察及與主辦單位的討論，得研究發現如下。
1. 國中小學各項新興與重大議題目前在學校實施所面臨的困難可分成教學實務、教學知能及師長心態三大層面。
2. 學校人員認為重大議題進入學校課程的現行實施方式至少可包含融入領域教學等十一種。
3. 各項新興議題在學校課程中的實施時機可分為正式課程、非正式課程及潛在課程等三種，其下至少可包含融入領域教學等九種實施方式。
4. 議題進入學校課程建議可參考「指標整併+議題週」模式。
5. 教育部、縣市教育局(處)、教科書出版社及師資培育機構等四方面可提供協助學校實施各項議題課程。

　　研究者並依據研究發現提出建議如下。
一、正確的中央層級課程決定(透過教育專業，審慎決定進入國中小課程的議題及其內涵) 。
二、成立議題中心(或輔導團)統籌議題推動工作。
三、議題進入學校課程除現有實施方式外，可考慮「指標整併+議題週」模式。
四、教科書出版社宜針對議題進行內部增能。
五、增進國中小教師對議題內涵與議題教學法的知能。

　　There were three purposes of this study. First, elementary and junior high school teachers' and administrators' opinions about the implementation of issue curricula were investigated. Second, the methods of implementing emerging and important issue curricula in schools were studied. And finally, the desired actions needed to support the implementation of issue curricula were collected. From December, 2010 to August, 2011, this researcher used interviews as her main data collection methods. The researcher also observed and conducted discussions with key persons during her involvement with emerging issues' teacher training or instructional material development works. The documentation of her observations and discussions also provided information to achieve research purposes. The research findings were as follows.
1. The difficulties encountered when implementing emerging and important issue curricula in elementary and junior high schools could be divided into three categories, i.e., teaching practice, teaching pedagogy and teachers' attitude.
2. School teachers and administrators usually used eleven methods to implement important issue curricula in schools, such as fusing curricula of issue and learning areas.
3. The timing of implementing emerging issue curricula included formal curriculum, informal curriculum and hidden curriculum which contained nine implementation methods, such as fusing curricula of issue and learning areas.
4. To implement issue curricula in schools, teachers and administrators preferred a mixed model of integrating issue and learning areas according to their competence indicators and week of a certain issue.
5. Ministry of Education, Bureaus of Education, textbook publishing companies and teacher education institutions should provide support to assist the implementation of issue curricula.

　　The following recommendations were made based on the findings.
1. The state level curriculum decision should be correct. Let the field of education decide with great care which issues can enter grade 1-9 curriculum and their contents.
2. There should be centers or guidance groups for issues to promote issue curricula.
3. Besides the current issue curricula implementation methods, a mixed model of integrating issue and learning areas according to their competence indicators
and week of a certain issue could also be considered.
4. Textbook publishing companies should empower their authors on the content and the pedagogy of issues curricula.
5. Elementary and junior high school teachers' understanding of and ability to teach issue curricula should be improved.