108課綱高中公民與社會科課程執行之研究

Abstract

108課綱具有相當之理想性與前瞻性，為歷年來最被外界關切的課綱，探究教學現場實施108課綱的情形，有助於課綱政策的精進。本研究問題在於：（1）哪些因素會影響教師執行108課綱高中公民與社會科課程的情況？以及如何影響？（2）教師如何因應108課綱高中公民與社會科課程的變革？透過訪談高中公民教師，本研究發現探究導向的課程執行情形，主要受到教學時間、升學考試制度及教師專業能力等因素的影響；跨學科導向的課程執行情形，則主要受到教科用書及教師專業能力的影響。本研究將訪談所得結果類別化，以「態度支持新課綱之程度」及「行動符合新課綱之程度」兩構面出發，建構出教師因應策略分類架構。研究發現多數高中公民老師以「順從」及「選擇性回應」策略因應新課綱，且對於不同的課綱目標可能採取不同的因應策略。態度支持且行動符合新課綱的教師採取「順從策略」，積極提升專業知能，以學生為學習中心調整教學實施；對新課綱的態度支持程度、行動符合程度皆適中的教師採取「選擇性回應策略」，視情況選擇欲執行的改革內容；在態度上傾向不支持新課綱，而行動卻符合新課綱的教師採取「調適策略」，並由於教學信念及工作心態之差異，分為「創造性調適」和「儀式性配合」；態度及行動皆偏向否定新課綱的教師則採取「抗拒策略」。本研究建議未來課綱之研修，可依課程目標及學習內容規劃適當學分數、新增公民與社會科跨學門知識之具體說明及舉例，以及發展呼應課綱目標的升學考試制度之內涵與類型。The Curriculum Guidelines of 12-Year Basic Education, also known as 108 curriculum guidelines, is highly idealistic and forward-thinking, garnering significant external attention as the most scrutinized curriculum in recent years. Exploring the implementation of the 108 curriculum guidelines can contribute to refining curriculum policies. The questions of this research are: (1) What factors will affect senior high school teachers’ implementation of the 108 Civics and Social Sciences curriculum, and how do they affect it? (2) How do senior high school teachers respond to the changes in the 108 Civics and Social Sciences curriculum?Through interviews with teachers, this study found that the implementation of inquiry-based pedagogy is primarily affected by factors such as teaching time, college entrance examination systems, and teachers' professional competence. Integrated curriculum implementation is mainly affected by textbooks and teachers' professional competencies. The study categorized interview findings into degrees of "attitude towards supporting the new curriculum" and "alignment of actions with the new curriculum," constructing a classification framework for teacher response strategies. Most senior high school citizenship teachers adopt strategies of "compliance" and "selective response" to cope with the new curriculum, and their responses may vary depending on the specific curriculum goals. Teachers who strongly support and align their actions with the new curriculum employ a"compliance strategy," actively enhancing their professional knowledge to adjust instructional practices with students at the center of learning. Those whose attitudes and actions moderately support the new curriculum employ a "selective response strategy," choosing reform elements they wish to implement based on circumstances. Teachers who lean towards unsupportive attitudes but align their actions with the new curriculum adopt an "adaptation strategy," categorized into "creative adaptation" and "ritual compliance" based on differences in teaching beliefs and attitudes. Teachers whose attitudes and actions both lean towards rejecting the new curriculum utilize a "resistance strategy." Finally, the study recommends that future curriculum development allocate appropriate credits based on curriculum goals and specific learning content, provide detailed explanations and examples of cross-disciplinary knowledge in civic and social sciences, and develop college entrance examination systemsthat reflect curriculum objectives.