提問？還是探究？檢視問句式課綱下的公民與社會教科書

Questions or Inquiries? A Review on Civics and Society Textbooks Developed on the Basis of Question-Based Course Guidelines

十二年國教社會領綱－－公民與社會課綱重要特色之一，為前所未有地以問句形式列出學習內容，而研究指出，此問句形式課綱旨在呼應新課綱所強調之探究學習。要確保課綱強調之探究精神是否得以落實，教科書為關鍵要素之一，故本文綜合美國C3課程架構的探究教學模式以及十二年國教課綱之社會探究要項，提出分析架構，並據此檢視新課綱下的教科書，是否且如何落實課綱所強調的探究學習。透過內容分析與文本分析法，本研究發現，新課綱的公民與社會教科書確實較過往大幅增加提問，意欲透過提問引導學生進行探究。然而，檢視提問內容，卻也發現這些提問有以下三項特點：偏重複習因而缺乏論點創造空間、指涉範圍過廣因而與課程知識概念連結不夠緊密，以及雖重視觀點多元但不重視論證能力。

A key feature of the 2019 Curriculum Guidelines: Civics and Society is the unprecedented presentation of its learning content as questions. Question-format course guidelines are designed to echo the inquiry-based learning highlighted by the new curriculum guidelines. Textbooks are crucial to actualizing the spirit of inquiry emphasized in the curriculum guidelines. The current study proposed an analytical framework that integrates the social inquiry items of the new curriculum guidelines and the inquiry model of the United States’C3 framework. On the basis of this analytical framework, the current study investigated whether and how textbooks implement inquiry-based learning. Content and text analyses were performed to analyze various civics and society textbooks. The results indicate that the numbers of questions in these textbooks are higher than those in previous ones and that the increased use of questions demonstrates an intention to guide students in exploring through questions. However, the following three shortcomings of these textbooks were identified: (1) a lack of opportunities for argument creation during lesson reviews, (2) weak connections with course knowledge and concepts because of excessively broad referential ranges, and (3) insufficient focus on argumentation ability when viewpoint diversity is emphasized.