我國108課綱國中公民與社會科有關原住民族議題學習重點之研究

本研究旨在探討108課綱國中公民與社會科中與原住民族議題相關之學習重點，以及其與課綱核心素養精神之符應。108課綱的上路，乃為我國課程改革之一大里程碑，其代表對社會變遷的回應以及對於未來公民所需能力之培養與期望。其中，對於全球化下的多元文化理解、尊重，為核心素養及公民教育之共同目標，而原住民族議題於課綱中的出現，正是此精神之體現。國中階段是學生身心發展的關鍵時期，十二年國教實施後，更是扮演承先啟後之重要階段。如何透過課綱的設計與課程落實，以及原住民族議題之增訂，觸發學生對於多元文化的理解，乃是本研究欲探討之重點。研究結果發現，我國公民教育兼融相關思潮的內涵，並有多元文化的轉向。在歷經幾次教育改革後，108課綱增加了前所未有的原住民族相關議題；但在國中公民與社會科課綱中，多以「族群」概念涵蓋，且關於原住民族議題的學習重點條目較為零碎不連貫；高中則陡然進入原住民族議題較深入之探究，課程銜接可能產生落差。另筆者針對三家教科書出版社七年級有關「部落」之單元進行分析比較，可發現不同版本呈現之內容以及對於課綱學習重點與核心素養之符應略有差異。而其他領域之課綱中關於原住民族議題之相關規範也未盡落實。 108課綱對於落實多元文化之理解尊重，有其重要意義；然而如何將課綱內容體現於課程與教學中，仍是一大挑戰。因此，未來在教學及教科書編排方面，應更充實課綱內容，將原住民族相關議題做更完整連貫的呈現；學校亦可透過活動安排提供不同文化之情境連結，增加學生的理解。政策方面則可由師資培育過程開始，提供在地文化與相關知識學習的機會，培養教師的文化敏感度，以期未來能將課綱多元文化精神具體落實。

關鍵字

108課綱；公民與社會科；原住民族議題；多元文化素養；學習重點

並列摘要

The purpose of this research is to explore the learning focus related to indigenous issues in citizenship and social studies of the 108 course guidelines, and their alignment with the core competencies spirit of the course guidelines. The introduction of the 108 course guidelines is a major milestone in our country's curriculum reform, which represents the response to social changes and the cultivation and expectation of the abilities required by future citizens. Among them, understanding and respect for multiculturalism under globalization is the common goal of core competencies and civic education, and the emergence of indigenous issues in the curriculum is the embodiment of this spirit. The junior high school stage is a critical period for the physical and mental development of students. After the implementation of the 12-year state education, it plays an important stage of inheriting the past and leading to the future. How to trigger students' understanding of multiculturalism through the design and implementation of the course guidelines, as well as the renewal of indigenous issues, is the focus of this research. The results of the study found that our country's civic education also incorporates the connotation of relevant ideological trends, and has a multicultural turn. After several educational reforms, the 108 course guidelines has added an unprecedented number of indigenous issues; however, in the course guidelines of citizenship and social studies, the concept of "ethnicity" is mostly covered, and there are key learning focus on indigenous issues. It is more fragmented and incoherent; however,high school suddenly enters into a more in-depth exploration of aboriginal issues, and there may be a gap in curriculum connection. In addition, the author analyzed and compared the units on “tribe” in grade 7 of the three textbook publishers, and found that the content presented in different editions and the alignment of the learning focus and core competencies of the course guidelines should be slightly different. The relevant norms on indigenous peoples issues in the course guidelines of other fields have not been fully implemented. The 108 course guidelines is of great significance for the implementation of multicultural understanding and respect; however, how to reflect the content of the course guidelines into the curriculum and teaching is still a major challenge. Therefore, in the future, in terms of teaching and textbook arrangement, the content of the course guidelines should be more enriched to present issues related to indigenous peoples in a more complete and coherent manner; schools can also provide contextual links between different cultures through activity arrangements to increase students’ understanding. In terms of policy, the teacher training process can be started, providing opportunities for local culture and related knowledge learning, and cultivating teachers' cultural sensitivity, with a view to implementing the multicultural spirit of the curriculum in the future.