理想與現實：108 課綱高中公民與社會科課程改革之執行評估

Between Ideals and Practice: Evaluating the Implementation of Senior High School Civics and Society Curriculum Reform under Taiwan’s 2019 Curriculum Guidelines of 12-Year Basic Education

108課綱具有相當之理想性與前瞻性，為歷年來最被外界關切的課綱，而探究教學現場實施108課綱的情形，將有助於課綱政策的精進。本研究問題在於：哪些因素會影響教師落實108課綱高中公民與社會科相關課程所宣稱之目標？這些因素又是如何產生影響？透過訪談高中公民教師，本研究發現探究導向的課程執行情形，主要受到教學時間、升學考試制度及教師專業能力等因素的影響；至於跨學科導向的課程執行情形，則主要受到教科用書及教師專業能力的影響。本研究建議未來課綱之研修，可依課程目標及學習內容規劃適當學分數、新增公民與社會科跨學門知識之具體說明及舉例，以及發展呼應課綱目標的升學考試制度之內涵與類型。

The 2019 Curriculum Guidelines of 12-year Basic Education are characterized by a high degree of idealism and foresight, and have garnered considerable public attention as one of the most scrutinized education reforms in recent years. Understanding the implementation of these guidelines in actual teaching contexts is essential for informing and refining curriculum policy. This study seeks to answer the following research questions: What factors influence the extent to which teachers are able to realize the stated objectives of the 2019 Curriculum in senior high school Civics and Society? How do these factors exert their influence? Based on interviews with senior high school civics teachers, the study finds that the implementation of inquiry-based curricula is primarily influenced by instructional time constraints, the college entrance examination system, and teachers’professional competencies. The implementation of interdisciplinary curricula, on the other hand, is mainly affected by the availability and structure of textbooks and teachers’professional capabilities. The study recommends that future revisions of the curriculum guidelines consider aligning course credit allocations with curriculum goals and learning content, provide clearer explanations and examples of interdisciplinary knowledge relevant to Civics and Society, and develop entrance examination systems that reflect and support the intended aims and types of the curriculum.