國中社會領域跨學科學習課程的設計與實踐：以「科技發展的風險與調適」為例

The Design and Practice of an Interdisciplinary Learning Curriculum in the Social Studies Domain in Junior High School: An Action Research on 'The Risks and Adaptation of Technological Development.'

針對國中社會領域分科教學致使知識破碎之困境，本行動研究運用Erickson「概念為本課程與教學」模式，設計「科技發展的風險與調適」跨學科學習課程並實踐。研究發現：一、在設計層面，以「改變與調適」為透鏡，能有效突破學科進度不一之結構限制，將不同時序的學科知識重組為探究資源，引導學生從事實歸納出通則。二、在實踐層面，採生態觀點，藉由「知識物件」中介與教師之「敏銳引導」所共構的歷程檢視機制，能降低認知負荷，破除「先備知識不足」影響探究成效的迷思，並緩解會考進度焦慮。本研究最終建構「社會領域概念導向跨學科學習模式」（CDTT-SS），包含結構、歷程與支持三大维度。證實概念為本探究不僅能深化學習，更是提升應試素養的高效路徑，提供實務現場具體的理論與實踐參照。

Addressing the knowledge fragmentation caused by disciplinary teaching in junior high school social studies, this action research utilized Erickson's Concept-Based Curriculum and Instruction model to design and implement the interdisciplinary learning curriculum, The Risks and Adaptation of Technological Development. The study yields two key findings: (1) In design, using 'Change and Adaptation' as a conceptual lens effectively overcomes the structural constraints of misaligned subject pacing, reorganizing asynchronous subject knowledge into inquiry resources to facilitate inductive generalization. (2) In practice, adopting an ecological perspective, the process monitoring mechanism co-constructed by the mediation of 'knowledge objects' and teachers' 'subtle guidance' significantly reduces cognitive load. This approach dispels the myth that insufficient prior knowledge hinders inquiry effectiveness and alleviates exam-related anxiety. Ultimately, the study establishes the 'Concept-Directed Interdisciplinary Inquiry Model for Social Studies (CDII-SS),' comprising structure, process, and support dimensions. The results demonstrate that concept-based inquiry not only deepens learning but also serves as an efficient pathway to enhance exam readiness, offering concrete theoretical and practical references for educators in the field.