作為美國新社會科課改要項的結構與發現二辭之意涵評析

A Critical Analysis of the Significance of Structure and Discovery as Main Items for Curriculum Reform of New Social Studies in the United States

2018年10月甫行公布的《十二年國民基本教育社會領域課程綱要》，於保有較完整史、地、公的科目結構之前提下，於各個科目之內或之外，酌情增設探究與實作的課程，俾便以適切的教學活動帶動學生自主學習的作法，將會為臺灣中、小學的社會科課程理論與實務帶來典範轉移。有鑒於此，近正以相近之美國新社會科課改運動進行系列研究的筆者，乃撰作本文以為呼應。本文於確認新社會科課改以結構與發現二辭為要項，並解說結構與發現的意涵之後指出，新社會科課改以其等作為要項，具有補綴社會科教育之不足、充實其學科內容知識，激勵學生自行發現、紮實學習社會學科的結構，以及其等作為新語言為社會科帶來新氣象並留下歷史紀錄等特性，然而，其等亦有界說寬鬆、歧義屢現，以及立論未周、有待調整之不足。文末並以本文限制的反思為據，說明四項可資未來研究之方向。

In the newly promulgated ''Social Studies Field Guideline,'' Inquiry and Practice courses were added, with the premise of keeping complete subject structure of History, Geography, and Civic and Society, to encourage students’ self-regulated learning is believed to bring up a paradigm shift for the social studies curriculum theory and practice in this country. For this reason, the author, who has planned to do a series of studies on the similar topics on the history of social studies curriculum in the United States, decides to write this paper as an echo. The paper confirms that structure and discovery were main items for curriculum reform of the New Social Studies (NSS) in the United States and then explain their significances by referring the related literature and documents. The paper also critically points out that the curriculum reform including those two items as the core could be characterized as the enrichment of subject content knowledge, encouragement of students' self-regulated learning and the employment of new languages in social studies area. However, at the same time, they are criticized as having loose and ambiguous definitions and un-comprehensive theoretical foundation. Finally, this article concludes by presenting an epitome and a description of four future research directions based on a reflection of the limitations of this research.