美國社會科問題本位課程中的問題觀與統整觀

The View of Problem and Integration in the Problem-Based Curriculum of the Social Studies in America

本文旨在探討美國社會科課程史上對於問題的不同界定，以及隱含之不同的課程統整意涵。Barth 與 Shermis 曾將社會科劃分成三種不同傳統，即公民資質傳遞、社會科學、反省性探究。本文即以二氏的分類架構及相關著作為主進行解析。概括而言，公民資質傳遞者探討的問題是違反社會規範的問題，所謂的統整則是以擁立既存社會體制的價值與觀念為要素，對其進行組織，以便勸服學生接受既存社會體制。社會科即社會科學者則主張學生應探究社會科學家所界定的學術科問題，所謂的統整則是以個別學科或學科共有的概念與通則為核心所進行的統整。反省性探究者則根據 Dewey 的觀點，主張不管是研究何種問題，重要的是問題應能擾動學生的心智與情緒，以便學生內化並「擁有」問題。彼等所謂的統整，則是學生在探究問題過程中所產生的經驗重組。

This paper aims to explore the different definitions of problems in the history of the social studies curriculum in America, and their implications for curriculum integration. Barth and Shermis have divided social sciences into three different traditions, namely, the citizenship transmission, social sciences, and reflective inquiry. This paper mainly analyzes the content of their classification and related works. In a nutshell, the problems proposed by the citizenship transmission is the problems of the violation of social norms. The so-called integration is based on the values and concepts that support the established social system, and the aim of integration was to persuade students to accept the existing system. Those who proposed the social studies as the social sciences, advocate that students should explore the academic issues defined by social scientists. For them, the integration is the reorganization of individual social science disciplines or the core concepts and general principles shared by the disciplines. According to Dewey's point of view, reflective inquirers argue that no matter what kind of problem is being studied, the important thing is that the problem should be able to disturb students' minds and emotions, so that students can internalize and 'own' the problem. In the view of Dewey and his followers, the integration was the reorganization of the students' experience in the process of exploring problems.