能動性觀點下高中公民與社會科教師因應新課綱政策之研究

A Study on the Coping Strategies of High School Civics and Society Teachers Regarding the New Curriculum Guidelines: A Teacher Agency Perspective

在多元民主理念逐漸深化的社會脈絡中，108課綱堪稱當前我國備受關注的課程改革政策之一。若欲深化課程政策的效能與制度設計，釐清教學現場實際運作情況實為關鍵。本文所聚焦的研究問題為：高中階段之公民與社會科教師如何回應新課綱所帶來的課程變革？本研究透過質性訪談第一線教師的經驗，並以「態度對課綱支持程度」與「教學實踐契合程度」兩個分析向度，建構出教師因應課綱變革之策略分類架構。研究結果顯示，多數教師採取「順從」或「選擇性回應」兩項策略，並根據課綱目標的差異，展現出因應策略上的多樣性。其中，支持課綱理念且實踐符合課綱要求者，多採「順從策略」，主動強化專業知能並調整教學方式以回應學生需求；對課綱理念持適度支持，且行動上依情境彈性執行者，則採「選擇性因應策略」；對課綱理念保留但實務配合度高者，則可歸類為「調適策略」，依其信念與心態不同，又細分為「創造性調適」與「儀式性配合」；最後，對課綱理念與實踐皆抱持否定態度者，則採取「抗拒策略」。換言之，教師在面對新課綱時，採取了多種不同的因應策略，這反映了「教師能動性」的多樣性—體現在「積極」與「消極」之光譜兩端。依據上述結果，本研究強調未來推動課程改革，應更積極地納入第一線教師的觀點與實務困境，並提供相應支持措施，方能有效促進公民教育之實質進展。

In the societal context of increasingly deepening democratic ideals, Taiwan’s Curriculum Guidelines of 12-Year Basic Education stands as one of the most highly anticipated curriculum reform policies currently. To enhance the effectiveness and institutional design of this policy, it’s crucial to clarify the actual operational situations within teaching practice. This study focuses on the research question: How do senior high school Civics and Society teachers respond to the curriculum changes brought about by the Curriculum Guidelines of 12-Year Basic Education? Through qualitative interviews, this research collected the experiences of frontline teachers and constructed a classification framework for teachers’strategies in responding to curriculum reform, using two analytical dimensions: ''attitude towards curriculum support'' and ''degree of alignment with teaching practice.'' The findings indicate that most teachers adopt either ''conformity'' or ''selective response'' strategies, demonstrating diverse strategic adaptations based on the differing goals of the curriculum. Specifically, teachers who support the curriculum’s philosophy and whose practices align with its requirements mostly adopt a ''conformity strategy,'' actively strengthening their professional knowledge and adjusting teaching methods to meet student needs. Those who hold moderate support for the curriculum’s philosophy and implement it flexibly according to context adopt a ''selective adaptation strategy.'' Teachers who have reservations about the curriculum’s philosophy but demonstrate high practical cooperation can be categorized under an ''adjustment strategy,'' further subdivided into ''creative adjustment'' and ''ritualistic compliance'' based on their beliefs and mindsets. Finally, those who hold negative attitudes towards both the curriculum’s philosophy and its implementation adopt a ''resistance strategy.'' In other words, when facing the new curriculum, teachers have adopted various coping strategies, which reflects the diversity of ''teacher agency''——manifesting at both ends of the spectrum of ''active'' and ''passive'' approaches. Based on these findings, this study emphasizes that future curriculum reforms should more actively incorporate the perspectives and practical challenges of grassroots teachers and provide corresponding support measures to effectively promote substantive progress in civic education.