從素養導向教科書分析探討師資生課程與教學素養新挑戰：以國中社會領域為例

Exploring the New Challenges of Preservice Teachers' Curriculums and Instruction Competencies by Analyzing Competency-Based Textbooks: An Analysis of the Social Field in Junior High School

隨著十二年國民基本教育課程的實施，教科書的內容轉變為朝向素養導向的設計方式，讓中小學與師資培育產生新的挑戰。因此，本文分析當前教科書素養導向設計的現況，以探討師資生因應教科書的素養導向設計所需之課程與教學素養，作為師資培育的參考。本文先從文獻探討歸納形成素養導向教科書檢核層面，再分析當前國中社會領域教科書的素養導向設計現況。分析的教科書版本包括國中七至九年級康軒版及翰林版社會領域教科書。研究發現:首先，引導學生進行情境脈絡化學習與善用學習方法與策略是師資生必備的教學素養。其次，跨領域統整與知能整合設計的課程素養是師資生需要持續精進的專業能力。第三，具備實施引導性與開放性探究學習的教學素養，有助於師資生展現個人教學特色。最後，深化學生實踐力行與互動合作的學習是師資生不可忽視的教學素養。此外，並根據研究發現，提供師資培育在因應教科書的素養導向設計所需之課程與教學素養新挑戰下的參考建議。

Following the implementation of the 12-year National Basic Education Curriculum, textbooks were transformed according to a competency-based design. This brings new challenges to primary and secondary schools and teacher education. Therefore, this paper analyzes the current situation of textbook competency-based design to explore the curriculum and instruction competencies required by preservice teachers in response to the competency-based design of textbooks. In this way, this study will serve as a reference for teacher education. This paper established the checklist dimensions of compenteny-based textbook from relevant literature and analyzed the current situation of competency-based design of textbooks in the social field of junior high school. The textbook editions included Kangxuan edition and Hanlin edition of social field textbooks for grades 7-9. This study produced four major findings. First, guiding students to contextualized learning and employing appropriate learning methods and strategies are necessary instruction competencies for preservice teachers. Second, the curriculum competencies of interdisciplinary integration and knowledge-ability integration design are professional competencies that preservice teachers need to continuously development. Third, possess the teaching competencies of implementing guided and open inquiry learning, which will help preservice teachers to exhibit their personal teaching characteristics. Finally, deepening the learning of students' practice and action as well as interaction and cooperation is a instruction competency that cannot be ignored by preservice teachers. Based on the above findings, this paper provides suggestions for teacher education in response to the new challenges of curriculum and instruction competencies mandated by the literacy-oriented design of textbooks.