國小三年級社會領域教科書「探究任務」內涵之分析──以探究為本的觀點

Content Analysis on Inquiry Tasks in Taiwan's Elementary Social Studies Textbooks From the Perspective of Inquiry-Based Design

臺灣社會領域課程綱要規定的「探究任務」設計是國小社會領域新版教科書的特色之一，包括每個單元至少一個「探究活動」和各冊一個「主題探究與實作」單元。本文旨在從探究為本的觀點，探究國小社會教科書如何詮釋探究任務。本文運用內容分析法，以依十二年國教社會領綱編輯且審定通過之社會領域版本第一冊和第二冊教科書為分析對象，分析其探究任務設計。研究發現：一、各版本主題探究與實作單元傾向於統整性內容，議題融入不高；二、各探究主題多以問題導入的形式，但探究路徑以教師導向居多；三、探究歷程採個人探究甚於協同探究，且協同形式僅在局部步驟進行；四、各版本探究任務多為結構式探究，較少引導學生參與規劃。最後，本文根據研究發現提出數項建議，提供國小社會領域探究任務編寫之參考。

"The use of inquiry tasks is one of the features of the latest elementary social studies textbooks, and according to Taiwan's Curriculum Guidelines for Social Studies, at least one inquiry activity for each unit and one thematic inquiry and practice unit for each volume should be designed. This study, based on the perspective of inquiry-based design, explored how inquiry tasks are articulated in elementary social studies textbooks. Qualitative content analysis was adopted to analyze three versions of textbooks developed on the basis of the new Curriculum Guidelines for Social Studies. The findings were as follows: First, the content of the''thematic inquiry and practice unit''emphasized integrative materials and lacked the integration of social issues. Second, the inquiry tasks employed a question-oriented approach, but the inquiry paths and answers were too limited to encourage students' active exploration. Third, the inquiry tasks in the textbooks favored individual inquiry over collaborative inquiry, and peer collaboration was only included in part of the inquiry process. Finally, the inquiry tasks failed to prompt the active participation of students with a preference for structured inquiry forms. This paper also provided several suggestions for the design of inquiry tasks in elementary social studies textbooks."