2021-01-012024-05-13https://scholars.lib.ntu.edu.tw/handle/123456789/653754"今年九月（2018）社會領域新課綱通過，公民課綱以大量「疑問句」形式編寫，引起廣大討論。從課程發展典範的角度來看，「直述句」課綱向來是我國自課程標準以來的慣例，即使放眼國際以提問式呈現的個案屈指可數，筆者自忖此次創新可充實當前課程理論三大派典，探究的取向開展了Ben-Peretz所謂的「課程潛力」，開啟教學現場的更多可能。 本計劃為期二年，第一期程（12個月）將梳理新課綱如何跳脫傳統，從課程典範中汲取靈感，催生出獨樹一幟的108公民新課綱。同時，將回顧課程發展理論三大派典，檢視此少見的提問式課綱能如何充實既有的理論。然而，108新課綱的「疑問句」形式並非我國獨創，美國與德國都有先例；因此，本期程另一重點是透過「他山之石」－美國全國社會科審議會（NCSS）的既存提問式課綱設計，瞭解其在課程與教學研發如何走在國際的前端，藉此提供108新課綱精進方向，研發出適合用我國情境的探究教學法。 第二期程（12個月）將跳脫對於提問式課綱的典範探討，延伸至教學實務現場的實踐，本計劃將與6位中學教師實際操作與測試本研究第一期程所提出的探究式教學法，藉實徵研究建立一套符合108公民新課綱典範的「探究式教學模式」，充實公民科教材教法內涵。兩年期間希望能從課程理論切入，進而帶出適合我國教學現場的探究式教學法，此為結合理論與實務、課程與教學、科研與實踐的研究計畫。" "Earlier this year (September 2018), a new citizenship curriculum was passed by the Curriculum Examination Committee and will be formally introduced in September next year. Its unusual written presentation – comprised of questions replacing the more commonly seen declarative statements – has raised the public’s eyebrows. They have deviated from the traditional ‘Tyler rationale’ or `objectives model’ and instead are inspired by practical theorists and conceptualists in the field of curriculum research. This research aims to investigate the concepts behind the formation of this new curriculum and analyse its position in the history of citizenship education in Taiwan. The first phase (12 months), based on the researcher’s previous studies and semi-structured interviews with the curriculum’s designers will analyse this new curriculum’s development. The first phase will also focus on theories of curriculum studies. The question-based format demonstrates dissatisfaction with the objectives model and a move towards recent practical and reconceptualist approaches. The Taiwanese case is likely to enrich curriculum studies and show an alternative way of curriculum design. In addition, by learning from the National Council for Social Studies (NCSS) in the U.S. (a pioneer in an inquiry-based pedagogy called the Inquiry Design Model or Inquiry Arc), we hope to compare the two countries’ curricula and exchange insights on their pedagogical implementation in class. The differences in the cultural and educational context may further reshape the existing inquiry-based model and show how is may be adapted to the Taiwanese school ethos. In this phase, we plan to expand our research scope from the written curriculum to the pedagogy pertinent to the new curriculum’s aims. This inquiry-based curriculum encourages teachers to redefine their role as a researcher instead of a pure curriculum-knowledge ‘messenger’, since the inquiry process itself is rooted in experiments, evidence gathering, and systematic investigation. The second phase (12 months), therefore, is to examine the practicability of the inquiry-based pedagogy from the second phase across six senior high school classes of varied learning motivation and academic ability in Taipei. Through qualitative and quantitative techniques, this phase not only aims to see if this method meets the curriculum’s needs and is well received by students, but also to provide sub-methods with different degrees of teacher intervention, resource provision, and formative and summative tasks to cater to diverse learning scenarios. This research proposal spans curriculum and pedagogy, theory and practice, in order to uncover different aspects of this new curriculum and provide fuller analysis of current citizenship education development in Taiwan. This newly-constructed curriculum can be as a response to today’s international curriculum studies and an alternative approach to curriculum design, and will contribute to both educational research and classroom practice."疑問句課綱課程發展典範探究式教學公民教育史公民教材教法citizenship educationinquiry-based pedagogycurriculum studiesinquiry design modelcurriculum paradigms