國家教育研究院

　　本研究之結果可做為推動十二年國教課綱與課程改革之建議，在新課綱中相當強調素養導向的評量，然而，要將目前的核心素養指標轉化成為具體可行的評量指標還須努力。社會科課綱在修訂過程中頗受大眾期待，而目前所界定的教育功能為傳遞文化與制度，以培養學生探究、參與、實踐、反思及創新的態度與能力，以培育未來世代的公民。領域重視單一科目縱向的統整與歷史、地理、公民不同科目跨科目的橫向連結。此外，亦新增了探究與實作的課程，講求學生需減少事實記憶，而培養學生理解、思辨、關懷、同理、探究與實作等素養。本研究的主要目的為依據十二年國教社會領域的課程綱要指標，來研發社會科素養評量的架構、工具及試題，並使用標準設定的模式，以訂立適合各水平學生的表現標準描述，並使用五年的時間，針對樣本進行長時間的追蹤調查，以了解新舊課綱的轉換對於學生素養能力的影響。本計畫可提供現行社會領域課綱的回饋，並作為下一波課綱修訂的參考。

　　The results of this study can provide the suggestion for twelve-year national curriculum framework and curriculum revolution. The new curriculum put emphasis on literacy-based assessment, however, to transform the core competence indices into concrete and workable assessment framework still need a lot of work. The revised procedure of social study gets the public attention, and the current definition purpose of social studies is to deliver the culture and system of this society, and develop students’ attitude and ability toward exploration, participation, implementation, reflection and innovation. The content emphasized the synthesis within the single subject as well as the horizontal connection between subjects of history, geography, and civics. Besides, the exploration and performance courses were also added. The facial memorable content is reduced, but the ability of understanding, speculation, empathy, exploration and operation is emphasized. The purpose of this study is to develop the framework, assessment tool and items for social studies. In addition, the standard setting models will be used to set up the appropriate performance level description. This is a five-year longitudinal study, from this survey, we can understand the impact of transformation of new and old curriculum on student literacy. The results can provide feedback for social studies curriculum framework and can be used as?
references of revision for next curriculum framework revision.?