重大議題融入社會學習領域的課程設計一一以地理為例

Abstract

氏國97年5 月以後，壘灣國氏教育的九年一貫課程綱要，已增加到7個重大盡量題，包括性別、環境、賣訊、家政、人權、生涯發展、海洋教育芋，這些主義題都自編有課程綱要。但部分章，媒體素養、勞工教育尊重大議題，則沒有自編課程綱要，而是採取直接融入在社會學習領域課程綱要。這些重大議題能力指標在社會學習領域的主題軸分布上，明顯具有集中性，壺，生涯發展、環境、海洋、家政教育尊重大數趣，便與人與空間主題軸關佛教為密切。若進一步分析與社會學習領域地理部分較有關的人與空間主題軸，可發現其所對應的部分重大議題能力指標，出現許多與自我、鄉土有關的用語。此現車似乎說明著，藉由學生鄉土的空間情境，來進行鄉土賣源的調查，接著再將鄉土賣源轉化為重大草草趣的案例，並轉化為英國Skilbeck所倡導的情境模式課程設計，似乎是重大議題融入社會學習領域地理教學的可行形式之。

The Grade I-9 Curriculum Guidelines of Taiwan has already risen to 7 Important Issues after May of 2008. Including the Gender Education, Environmental Education, Information Technology Education, Home Economics Education, Human Rights Education, Career Development Education, Marine Education etc., these Important Issues are all have curriculum guidelines. But some Topics such as Media's Education, Labor Education etc. , have not the curriculum guidelines, and integrate it in the Curriculum Guidelines of Social Studies Learning Areas directly. The distribution of the Important Issues' academic attainment indicators in the Curriculum Guidelines of Social Studies Learning Areas are centralized obviously. For example, Career Development Education, Environmental Education， Marine Education， Home Economics Education have close relation with the People and Space Topic Axis in the Curriculum Guidelines of Social Studies Learning Areas The Important Issues' academic attainment indicators in the People and Space Topic Axis appear a lot of terms related to self and homeplace. This phenomenon seems to explain that we can investigate teaching resources in in the homeplace space, then tum teaching resources into the case of the Great Topic again , and tum into Skilbeck' s Situational model of course design. This method seems to be effective that the Important Issues integrate the geographical teaching of Social Studies Learning Areas.