國家教育研究院

　　課程知識的選擇與組織是課程發展的核心，課程知識選擇從「什麼知識最有價值」、「誰的知識最有價值」發展到「最有價值知識是如何可能的」的知識與課程之間的辯證，與課程發展者的教育哲學立場、課程意識形態有密切相關。本研究計畫旨在探究九年一貫課程歷經2000年（89暫綱）、2003年（92課綱）及2008年（97課綱）3次課綱的更替，國中社會（公民篇）教科書課程觀之演變，先從內容選材、教材組織、文本撰寫、活動設計四個向度文本分析國中社會（公民篇）教科書內容所呈現的課程觀，再探究編輯團隊對國中社會（公民篇）教科書之內容選材、教材組織、文本撰寫、活動設計所持的知識觀點及課程理念，從中建置國中社會（公民篇）教科書之縱貫性課程基礎資料，提供12年國教研編國中社會領域教科書或未來研修課綱之參考。

　　The choice and organization of curriculum knowledge is the core of curriculum development. The trend of evolution of the curriculum knowledge is from what knowledge is most valuable and Whose knowledge is the most to how the most valuable knowledge is possible. It is related to the educational philosophy of curriculum developers. This paper aims to explore the curriculum views of social studies (civics) textbooks of junior high school in 2000, 2003 and 2008 Grade 1-9 Curriculum Guidelines. The study was conducted in 2 years. First, referring to the materials selection, content organization, text writing, teaching design, this study investigate the curriculum views of social studies (civics) textbooks of junior high school. Second, we strive to better understand the experience of key individuals and their work in textbook development and how the official knowledge was formed through interviews of these persons. Finally, it offers recommendations for the future compilation of social studies textbooks in Curriculum Guidelines of 12-Year Basic Education.