當跨年級遇上適性教與學：國小社會領域跨年級課程規劃與實施之探究

When Cross-Grade Mets Adaptive Teaching and Learning: A Study on Cross-Grade Curriculum Mapping and Implementation of Primary Social Studies

由於少子化及都市化的影響，臺灣少人數學校逐年增加，跨年級教學成為學校面對此挑戰的對策之一。本文以一所在中年級社會領域實施跨年級教學的小學為研究合作對象，透過課室觀察及教師訪談，探究國小社會領域跨年級課程規劃和實施，以及如何兼顧適性教與學。研究結論為：（一）就國小社會領域跨年級課程規劃模式而言，教科書為本之調適模式、課程規劃步驟融入Skilbeck之分析情境、以螺旋課程結合平行課程是較為可行的課程組織形式。（二）國小社會領域跨年級課程規劃與實施受到教科書、學生特質和社會脈絡三股力量的影響，而這三股力量皆受到教師教學信念影響而有所偏重。（三）國小社會領域進行跨年級教學時，可以從各年級目標和個別學生需求來規劃和實施，以兼顧適性教與學。

"Due to the influence of sub-replacement fertility and urbanization in Taiwan, the percentage of mini-schools increases every year. The cross-grade instruction becomes one of the mini-schools’strategies now to cope with challenges caused by small amount of students. This study, using a classroom observation and interviews with teachers, explores the cross-grade curriculum mapping and implementation of the 3rd and 4th grades’social studies and its related approaches to the adaptive teaching and learning in a mini-elementary school. Three findings concluded are: (1) it is better to have a feasible form of curriculum organization, contained with a textbook-based adaptive model, a situation analysis described in Skilbeck’s model, and an integration of spiral and parallel curriculum organization; (2) textbooks, students, and social context are three forces influencing this mapping and implementation, each influenced by the teacher’s teaching belief to a certain degree; and (3) the mapping and implementation should be based on the learning aims of individual grades and the needs of individual students in order to successfully conduct the adaptive teaching and learning in the cross-grade instruction."