國中社會領域教科書「跨科活動」之分析──素養導向設計的觀點

Analysis of Cross-Curricular Activities in Social Studies Textbooks for Junior High Schools: A Competence-Oriented Design Perspective

發展國民中學歷史、地理及公民與社會等三個科目的跨科學習活動，是這波課程改革的特色。本文旨在從素養導向教材設計的觀點，探究國中社會領域教科書如何呈現跨科活動。本文運用內容質性分析，以依十二年國教社會領綱編輯且審定通過之國中七年級社會領域版本第一冊和第二冊教科書為分析對象。研究發現：一、各版本從第一冊至第二冊課程統整層次均有提升，展現滾動式發展的歷程樣貌。二、各版本素養導向教材設計觀點不足，且偏重知識內容甚於探究與實作的引導。三、各版本學習任務闡述形式，可分為知識傳遞、紙筆實作和指示性任務三種。四、各版本跨科活動偏向教師中心取向的課程觀，對學生賦權增能和主動參與仍有提升空間。最後，本文根據研究發現提出建議，提供國中社會領域跨科活動編寫之參考。

The development of cross-curricular learning activities among the three subjects of history, geography, and civics and society is a feature of Taiwan’s latest curriculum reform. This study, based on a competence-oriented design perspective, aimed to explore how cross-curricular activities are articulated in social studies textbooks for junior high schools. A qualitative content analysis was conducted to analyze three versions of textbooks that were developed based on the Curriculum Guidelines for Social Studies in 12-Year Basic Education. This study’s findings were as follows: First, curricular integration from Book One to Book Two was enhanced in each successive version of any given textbook, reflecting cumulative improvements in curricular development. Second, the textbooks contained an insufficient number of elements prescribed by the competence-oriented design perspective. Specifically, the textbooks emphasized knowledge acquisition at the expense of, while neglecting inquiry and practice. Third, the learning tasks of discursive contexts were classified into three patterns: knowledge delivery, pen-and-paper practice, and instruction-based tasks. Fourth, the cross-curricular activities lacked an emphasis on empowering the students and encouraging them to participate actively; instead, the activities were more inclined toward the teacher-centered approach. These findings aid the design of teaching materials with regard to cross-curricular activities in social studies textbooks for junior high schools.