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Title: 國中社會學習領域公民課程與高中公民與社會課程銜接之研究 - 以法律部分為例
Authors: 林安邦
An-Pan Lin
Shu-Ling Wu
Keywords: 公民教育
Civic education
social study
civic and society
law courses
curriculum articulation
Issue Date: 2008
Abstract:   本研究旨在探究國、高中公民課程在法律部分銜接的狀況,目的在於了解目前國中社會學習領域公民課程、高中公民與社會課程,彼此間在法律部分的銜接現況、問題、因應策略,同時探討課程間所涵蓋之相關概念是否能夠有效銜接。為了有效且深入瞭解現況及問題的核心,決定採取質性研究方式,以文件分析法與深度訪談法為主,藉以真正了解國、高中在公民法律課程銜接的現況,主要探討之銜接內容包含:課程綱要、教材內容、教學現場等三方面。   根據文件分析與訪談資料結果,本研究的結論如下: 壹、國高中公民法律課程間的銜接現況 一、課程綱要的銜接現況 (一)整體課綱的架構設計未能有所一致 (二)課程目標的設定呈現一定的連貫性 (三)教材綱要內涵本身具備層次的差異 二、教材內容的銜接現況 (一)兩者之單元架構在脈絡上大致相符 (二)內容的編寫乃由淺入深、由易而難 (三)部分主題缺乏先備知識恐影響銜接 三、教學現場的銜接現況 (一)高中階段教師較國中提升備課壓力 (二)肯定先備知識能有助於課程的進行 (三)學生進入高中後不易理解課程內涵 貳、國高中公民法律課程間的銜接問題 一、課程綱要的銜接問題 (一)課程綱要的設計並不一致,而無法有效進行一貫的銜接 (二)相關人員對於課程綱要的解讀不同,間接影響銜接效果 二、教材內容的銜接問題 (一)國、高中教材內容落差過於明顯,難度與份量難以切合 (二)高中教材概念抽象且加深專業,普遍脫離學生生活經驗 (三)市場機制左右教材內容的編寫,無法有效轉化課綱精神 三、教學現場的銜接問題 (一)教材直接影響學生,教師亦難以有效進行課程內容傳遞 (二)授課時數與教材內容難以平衡,考試壓力扭曲教學理想 (三)學生之先備知識過於零碎,不足以掌握高中課程的起點 (四)教師缺乏前一階段經驗,實際教學未特別在意銜接問題   同時,除針對研究結果為後續研究提供相關建議外,亦有下列建議: 壹、對教育行政單位的建議 一、正視國、高中公民法律課程銜接問題 二、辦理研習座談以宣導法律課程之銜接 三、建構國、高中公民教師正式交流機制 四、提供相關教育人員對話的平台與管道 五、考量現場教師需求調整升學考試走向 六、規劃銜接問題之因應策略及評鑑標準 七、有效規劃十二年國民基本教育之銜接 貳、對國、高中教師的建議 一、重視國、高中公民法律課程之銜接並進行行動研究 二、增進不同階段教師間的彼此交流以及教材間的互通 三、透過教學研討會與策略聯盟解決課程銜接相關問題 四、充實法律教育領域之相關知能,持續提升專業能力 五、體認法律課程核心內涵與精神並具備能力加以轉化 六、發揮公民社會精神,加強主動參與且提供意見表達
This research is to investigate the curriculum articulation of the law courses in civic subject between junior high schools and senior high schools. The main purpose is to realize the situations, the problems and the strategies of curriculum articulation between the Civic subject in the Social Study in junior high schools and the Civics and Society subject in senior high schools. At the same time, the research tries to explore whether the concept or the content can be connected effectively or not. In order to know the current condition and the core of the problems effectively, the research method, documentary analysis and in-depth interview are the two main techniques to realize the current connecting situation of law course between junior high schools and senior high schools. The major contents of curriculum articulation are Curriculum Guidelines, Textbook Contents, and Teaching Implementation. According to the result of documentary analysis and in-depth interview, the conclusions of this research are as follows: 1.The curriculum articulation of the law courses in civic subject between junior high schools and senior high schools at present (1)The present articulation of the Curriculum Guidelines I.The whole framework of the curriculum guidelines cannot be designed consistently. II.The setting of the curriculum objectives presents regular continuity. III.The intention of the textbook guidelines itself has differences in different levels. (2)The present articulation of the Textbook Contents I.The constructions of these two stages are approximately consistent. II.The compilation of the content is from broad to specific, from easy to complicated. III.The lack of the prior knowledge in part of the topic may influence the articulation. (3)The present articulation of the Teaching Implementation I.Teachers in senior high school have more pressure in course preparation than teachers in junior high school. II.Affirm that prior knowledge can help the curriculum proceeding. III.Students who start to attend high school have difficulty to recognize the intention of the curriculum. 2.The problems of the curriculum articulation of the law courses in civic subject between junior high schools and senior high schools (1)The problems of the Curriculum Guidelines I.The design of the curriculum guidelines is inconsistent, so that the curriculum cannot be articulated efficiently and continuously. II.Related people have different explanations of the curriculum guidelines so that the effects of the curriculum articulation influenced indirectly. (2)The problems of the Textbook Contents I.The gap of the textbook contents between junior high school and senior high school are so obvious that the difficulty and the quantity are hard to fit in between. II.The textbook in senior high school is not only abstractive but also too specific and separate from students’ living experience usually. III.The market influences the compilation of the textbook content and cannot convert the real core of the curriculum guidelines effectively. (3)The problems of the Teaching Implementation I.The textbook influences students directly and teachers cannot transmit the content of the curriculum effectively. II.Teaching hour and textbook content are hard to balance and the pressure from exams distorts the ideal teaching. III.Students’ prior knowledge is too fragmental to handle the origin of the high school course. IV.Teachers have the lack of experience from previous stage and articulation problems have never been noticed in real teaching site. Inthe meanwhile, except the related recommendations for this research result which can be used in later researches, some suggestions are being revealed as follows: 1.The suggestions for educational administration (1)Confront the articulation problems of law courses in civic subject between junior high school and senior high school. (2)Hold symposiums and study seminar to announce the articulation of the law course. (3)Establish formal communication system for junior and senior high schools teachers. (4)Provide communication environment for related education staffs. (5)Consider the teacher demand and adjust the direction of university attending exam. (6)Plan the strategies and evaluation standards for articulation problems (7)Arrange the connection of 12-year civil basic education efficiently. 2.The suggestions for teachers in junior and senior high schools (1)Emphasize the curriculum articulation of law courses in civic subject between junior and senior high schools and proceed active research. (2)Advance the communication for teachers and textbooks from each stage. (3)Solve the possible problems which are revealed from curriculum articulation through the teaching seminar together. (4)Enrich the knowledge and ability about the law education and keep improving professional capability. (5)Recognize the core intention and spirit of law courses and have ability to convert. (6)Develop the spirit of the civil society and enhance the emotion to participate and provide opinions actively.
Other Identifiers: GN0595101206
Appears in Collections:學位論文

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