本研究旨在探討國中教師從事社會科統整課程的設計與發展之相關課題,包括有:一、教師發展此類課程之過程;二、此類課程之組織型態與內涵;三、影響教師發展此類課程的因素與問題;四、此類課程實施的結果或成效。本研究在質化研究取向下,採個案研究方式,分別以台北縣曉園國中及台北市仁人國中為研究的對象,透過觀察、訪談及相關文件的蒐集以獲取各種資料。同時,根據資料分析與研究結果的討論,總共歸成以下十項結論。 一、 不管教師主動或被動發展社會科統整課程,學校行政都扮演非常重要的角色,尤其是校長的支持,是此類課程能夠發展與實施的重要關鍵。 二、 社會科統整課程的發展之主要的參與人員若僅是社會科教師及行政人員,而缺乏學生及其他相關人士的事實加入,會使此類課程的統整性受限制。 三、 社會科統整課程的發展是一個緩慢的發展過程,它必須透過教師間不斷的腦力激盪、溝通、研究與磋商才能達成。 四、 社會科統整課程的設計與決定之過程,若每一個設計與決定的層面未能互相配合且緊密的連結,很難達到課程的統整性。 五、 參與社會科統整課程設計與發展的教師作課程決定的依據雖然不同,但大體決定的依據是學生身心發展程度、學習興趣與動機、教師專長及學生未來升學考試等因素。 六、 參與社會科統整課程發展的教師易忽略社會科統整課程的精神與內涵,也未能訂出更有層次及系統的課程目標。 七、 影響國中教師從事社會科統整課程之發展的因素與問題,雖然會隨著校內外環境因素之不同而有所變異,但確有許多相似之處。 八、 教師發展社會科統整課程所遭遇的問題,很多都是因為經驗不足而造成的。 九、 社會科統整課程的實施對教師學生與學校都有正面的助益。 十、 未來我國國中實施社會科統整課程是可行的,但需要有相關的配合措施。 最後,本研究根據前述發現,針對參與教師、學校行政、教育行政機關、師資培育機構與後續研究,分別提出進一步的建議。
The purpose of this study is to explore the relational topics of design and development of integrative curriculum of social studies with the junior high school teachers. It includes: (a) The process of teachers’ development of the curriculum. (b) The organization and content of the curriculum. (c) The factors and problems which influence the teachers’ development. (d) The results and effects of implement the curriculum. Under the qualitative research approach, the study used Chiao-yuan and Jen-Jen junior high schools as the subjects and the data were collected through observation, interviews and some documents. Meanwhile, according to the process of data analysis and discussion, the results were synthesized as follows: 1. The executives, especially the principle, play the important roles of the development and implement of the curriculum. 2. The development will be restricted if the participants are only teachers and executives. 3. The development of the integrative curriculum of social studies is slow, and only through the brain storm, communication and negotiation between teachers can it be completely accomplished. 4. During the process of the design and decision, making every dimension must be linked together to reach the integration of curriculum. 5. The decision of the curriculum is according to the degree of the students’ body and mental development, learning motivation, teachers’ profession and entrance exams. 6. The teachers not only usually neglect the spirit and meaning of the curriculum, but can not make systematic curriculum objects. 7. The effects and problems influencing the development of curriculum are similar, although they change with the variety of school environment. 8. The problems teachers meet with are mostly attribute to lacking experiences. 9. The implement of the curriculum is positively helpful for teachers and students. 10. It’s feasible for Taiwan to carry out the curriculum, but support systems are required.