典範移轉後：高中公民教師對108課綱課程變革之回應

After the Paradigm Shift: High School Civics Teachers' Response to the Curriculum Reform in the 108 Course Guidelines

我國公民與社會課綱歷經三次重要轉變，1990年代中期，公民與社會課綱明確從重視威權體制的道德規訓，轉為社會科學知識化，進入2000年，公民與社會課綱更加強化社會科學知識取向，但同時加入人權理念以及公民參與之內容。而晚近108課綱的重要改變為，一方面前所未有地以問句作為課綱內容，另一方面強調公民課程核心目標為培育民主公民而非僅是傳遞社會科學知識。本研究嘗試分析，高中公民與社會科教師如何釋意、回應此課程政策的典範改變。透過深度訪談，本研究發現，有三個影響教師如何詮釋以及回應新課程政策的因素，一是教師的知識建構慣習，二是教師所承擔協助學生入學考試的責任，三是公民教師的專業認同。

Over the past 30 years, Taiwan's curriculum in Civics and Society has undergone three important changes. In the mid-1990s, the Civics and Society curriculum clearly changed from attaching importance to moral discipline under the authoritarian system to the knowledge-based social sciences. Entering 2000, the Civics and Society curriculum further emphasized knowledge-based social sciences but at the same time also added the concepts of human rights and civic participation to the curriculum. Recently, important changes in the 108 Course Guidelines are, on the one hand, the unprecedented inclusion of question-based curriculum and, on the other hand, the emphasis on the core goal of cultivating democratic citizens rather than imparting social scientific knowledge. This study attempts to analyze how high school Civics and Society teachers' sense-making and responses to these changes in curriculum policy. Through in-depth interviews, this study found three factors affecting how teachers interpret and respond to the new curriculum policies, namely teachers' habitus for constructing knowledge, teachers' responsibilities for helping students pass entrance examinations, and the professional identities of Civics and Society teachers.