歷史探究取向的課程與教學：E. Fenton與卡內基課程方案

Curriculum and Instruction of Historical Inquiry Approach: E. Fenton and Carnegie Curriculum Project

本文旨在探討美國新社會科運動中的卡內基社會科課程方案。由於主持人Fenton任教於卡內基技術學院，故此方案名之為卡內基課程方案。Fenton對傳統歷史教育方式頗感失望，故召募一群中學教師，共同致力於社會科課程改革工作，最終並與出版商合作，出版一套名為赫爾特社會科課程的教科書系列。此套教科書旨在引導學生採取探究的方式進行學習。依研究結果本文建議，臺灣的課程改革應強化大學與中小學的夥伴關係，且應致力於發展議題性課程材料，供教師於課堂中選用。此外，卡內基方案所採取的教學策略，亦可供臺灣教師在進行議題探究教學時參考應用之。

This paper examined the Carnegie Social Studies Project within the context of the new social studies movement in the United States. This project, which was established by Fenton (a history teacher at the Carnegie Institute of Technology), is also known as the Carnegie Curriculum Project. Fenton, who was dissatisfied with traditional history education, collaborated with secondary school teachers to reform the social studies curriculum. This effort resulted in the publication of the Holt Social Studies Curriculum, a textbook series designed to promote an inquiry-based approach to learning. This study recommends that curriculum reform in Taiwan focus on strengthening partnerships between universities and primary and secondary schools. Issue-centered curriculum materials should be developed for classroom use. The teaching strategies adopted by the Carnegie Curriculum Project can be used as a reference by Taiwanese teachers when conducting issue-inquiry teaching.