什麼是「探究與實作」教學？國小社會領域大航海時代的教材分析

What is Inquiry and Practice Teaching? An Analysis of Social Studies Teaching Materials on the Age of Exploration in Taiwanese Elementary Schools

2018年公布《十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校—社會領域》的重要變革之一，即是增加「探究與實作」的課程元素，藉此落實總綱培養學生核心能力的理想。本研究分析社會領域國小5年級3個版本教科書，以及新北市新興國小團隊所研發的自編教材，以臺灣史中的大航海時代主題為研究範疇，分析4份教材「探究與實作」的設計方式。研究結果發現，A、B、C版為驗證式探究，D版屬結構式探究，同時提出探究與實作的設計要點：（一）探究式學習的設計原則：強化問題引導並與學習資源搭配、增設形成性任務以磨練探究技能、搭建使用學習資源的鷹架；（二）實作參與式學習的設計原則：提供置身體驗的學習機會、賦予學生自主選擇與建構知識的權利、強化領域統整以掌握知識脈絡、活化與外部社會資源及專家同儕的互動學習、深化連結在地脈絡的歷史思維。

The 2018 Curriculum Guidelines of 12-Year Basic Education: Social Studies introduced major reform to Taiwan’s educational landscape by incorporating inquiry and practice elements into school curriculum to cultivate core competencies. This study examined three publishers’versions of fifth-grade social studies textbooks (materials A, B, and C) and one instructional unit developed by the Xinxing Elementary School instructional team in New Taipei City (material D); all materials focused on the Age of Exploration in Taiwanese History. The designs approaches in these four material sets for inquiry and practice learning were analyzed. The study findings are as follows. First, materials A, B, and C incorporated confirmation inquiry, whereas material D incorporated structured inquiry. Second, inquiry design strategies should include problem-guided learning reinforced with integrated resources, formative tasks that hone inquiry skills, and appropriately scaffolded learning resources. Third, embodied learning design principles should provide embodied learning experiences, empower students to make decisions and develop knowledge, strengthen cross-disciplinary integration of knowledge frameworks, promote active interaction with external social resources and experts/peers, and deepen connections to local contexts through historical thinking.