研究計畫
NAER-2019-029-C-1-1-A1-02
PG10811-0044
十二年國教單領域多科型領綱對總綱的回應與發展機制-以社會領域、自然科學領域為例
整合型計畫
楊秀菁
國家教育研究院
自行研究(本院經費-本院人員)
國家教育研究院
課程及教學研究中心
2019
2019-08-01
2021-12-31
執行中
課程發展,十二年國教,社會領域課綱,自然科學領域課綱
課程發展,十二年國教,社會領域課綱,自然科學領域課綱
因應社會變遷與全球化所帶來的轉變,教育部於2011年正式啟動十二年國教的推動工作。此一課程發展機制在實踐過程面臨反社會(歷史)課綱微調社會運動的挑戰、法律修訂,以及內部以及不同組織與制度運作的相互影響而有所調整。從國家層級的課程研發的角度來看,係從多元走向一元,由各主責單位負責朝向由國教院統籌。本研究所探究的兩個領域課綱──自然科學與社會領綱,雖面臨類似的問題,例如:授課節數/學分數調整、課綱規劃與現實運作不一致的問題等,但在組織分工與運作模式上則有完全不同。另外,因為啟動時間不同,在研修標的與歷程上亦有明顯差異。本研究擬以研究以社會與自然科學兩個領域的研修歷程為例,分析十二年國教課程發展機制在實踐過程所面對的問題,並嘗試提出修正的策略與方法。
In response to social changes and globalization, the Ministry of Education launched the 12-year basic education in 2011 and established a curriculum development mechanism. This mechanism was adjusted by the influence of the anti-curriculum social movements. In the national curriculum development it was from pluralism to unification. Although Social Studies and Natural Sciences, two domain-specific curriculums explored in this study, faced similar problem, such as: reduced hours and inconsistency between curriculum guidelines and actual operation, their curriculum guideline development teams were completely in the organization and operation. In addition, because the start-up time is different, the targets of the two were different. This study takes these two as examples to analyze problems of the curriculum development mechanism of 12-year basic education through specific examples.