國家教育研究院

　　「十二年國民基本教育社會領域和生活課程綱要內容之前導研究」為整合型計畫之子計畫四，目的在因應十二年國教之實施，為課程綱要更新預作研究準備。本計畫「社會領域」之研究分為國小社會、歷史、地理、公民與社會，以及國小生活課程五組。其中國小生活課程以獨立方式呈現。本研究參考先期重要研究成果與相關學術論文，並配合諮詢社會領域之教師、專家、學者的焦點座談、深度訪談、工作坊、問卷調查等方式，以瞭解現況，對未來提出建議。

　　本研究擬定社會領域之目標，在於（1）增進對於社會領域學科知識及核心議題之探究、理解、統整與評估的能力；（2）培養對於地方、社會、國家和世界重疊公民身分之敏察覺知，以及多元認同、公共關懷與責任意識；（3）發展個人的主體意識，以及自律自治、自發精進與自我實現的能力；（4）提升自主思考、價值判斷、道德思辨、理性決定與創新應變的能力；（5）強化民主溝通互動、團隊合作、問題解決與社會參與等公民實踐的能力。

　　未來擬定領綱時，建議（1）應審慎落實螺旋漸進的課程設計方式，強調階段間的相關知識，除可能上下勾連性、先備性之外，也有拓廣、互補、發展抽象整合能力的部分；（2）特別重視「表達方式」淺顯易懂，用語準確且易於操作，避免過於籠統含混；（3）各階段社會領域、各科的課綱敘寫方式應統一，且各分科課綱能由一個團隊進行；（4）課程組織上，應重新詮釋現行課程以「空間或社會關係的同心圓」來逐步擴展的思維；（5）應具備領域及跨教育階段的整體關照，不宜切割或各自為政，造成教學目標移動、內容遺漏、跳躍、重覆等問題；（6）未來有關「重大議題」教育，以「融入」模式實行。

　　“The Pilot Study for Social Studies and Life Curriculum of the Twelve-Year National Basic Education” is the fourth division of the whole integrated project. Its purpose is to prepare curriculum revisions for the implementation of the twelve-year national education. This division has five sub-groups: Grade 5-6 Social Study, History, Geography, Citizenship and Society, plus Grade 1-4 Life curriculum. The Grade 1-4 Life curriculum will be presented separately in this report. This study examines existing research findings and reports, consulted teachers, experts and scholars of Social Studies through focus group discussion, in-depth interview, workshop, and questionnaire survey techniques. It identifies current issues and proposes revision suggestions.

　　This study drafts the goals for Social Studies as in the following: (1) to enhance the exploring, comprehending, integrating and evaluative capabilities for the knowledge and core issues of various subjects of Social Studies; (2) to nurture the sensitivities and awareness of the multiple-layered citizenship for local, social, national and global level, and that of the multiple identities, public concerns and responsibilities; (3) to develop self-consciousness, including self-discipline, self-governing, self-advancement and self-actualization; (4) to promote the abilities for independent and rational thinking, moral judgment, and that for innovation and changing; (5) to strengthen the abilities for citizenship practices, including democratic communication, team work, problem solving and participation.

　　This study proposes these following recommendations for future curriculum guideline revision: (1) to employ the “spiral curriculum” method conscientiously, emphasizing the connectedness of different levels of learning, and the expanding, complimentary, and abstract thinking development process of learning; (2) to put special importance on the clarity and accuracy of the languages and writing styles of curriculum guidelines, avoiding ambiguous uses of words with broad meanings; (3) to unify the styles and formats for curriculum guidelines for all levels and all subjects, and to have one single curriculum drafting committee of each of the subjects throughout; (4) to re-interpret the proper uses of the “con-current circle” way of developing new curriculum guideline; (5) to organize curriculum guidelines of different levels with reference to the general purposes of Social Studies, not to divide them into unrelated and separated subjects, resulting the shifting of education goals, and missing, jumping or redundant teaching; (6) to adopt the assimilation method to incorporate all “big issues”.