- 學位論文
高中公民與社會科教師對探究與實作課程的理解與實踐
The Understanding and Implementation of “Inquiry and Practice” Course by High School Civics and Society Teachers
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摘要
公民與社會課綱，史無前例的新增公民探究與實作課程，而研究指出教師是實施探究教學的關鍵角色。故本文以課程轉化理論為基礎，指出公民探究與實作課綱與教師實際教學之間的符應與差距，並綜合美國C3課程架構及Anderson課程困境類型，提出分析架構，檢視公民教師如何呈現探究教學的理念與實踐。透過訪談法，本研究發現有五：首先，教師認同公民探究與實作課程的意涵，但輕忽教學指引的部分敘述；其次，教師會遵循課綱敘述設計課程，也會依據學生需求提供不同程度的鷹架調整課程，然而教師受教師心態及外在因素影響也產生與課綱敘述的差距；第三，探究與實作課程挑戰「教科書即課程」的觀點，從促進探究流程的教材轉向重視教師在課程中提供的鷹架；第四，開設課程的成效促進師生共同成長，而且教師允許學生在學習過程中失敗；第五，教師會面臨技術、文化與政治面向的困境影響探究教學的成效，尤其教師不易察覺文化面向的困境，而未能提出教學轉變策略。值得留意的是，部分困境會造成公民培力差距並提高審議民主的門檻。
並列摘要
The Civics and Society curriculum has introduced the Inquiry and Practice course for the first time. Teachers play a crucial role in implementing inquiry-based teaching. This study proposed an analytical framework that integrates curriculum transformation theory, the inquiry model of the United States’ C3 framework, and Anderson's typology of curriculum barriers. Based on this analytical framework, the current study investigated the correspondence and gap between the Civic Inquiry and Practice curriculum guidelines and teachers' actual teaching practices. Moreover, the analytical framework is proposed to explore how teachers articulate and implement the principles and practices of inquiry-based teaching. Through in-depth interviews, this study identifies five key findings: 1. Teachers recognize the significance of the Civic Inquiry and Practice course but often overlook certain instructional guidelines. 2. Teachers design courses in accordance with the curriculum guidelines and adjust scaffolding based on students' needs. However, teachers' attitudes and external factors result in gaps between their teaching and the instructional guidelines. 3. The Civic Inquiry and Practice course challenges the perception of “textbooks as the curriculum.” It shifts the focus from merely using materials to facilitate the inquiry process to emphasizing the scaffolding provided by teachers throughout the course. 4. The outcomes of the course foster mutual growth between teachers and students, with teachers allowing students the opportunity to experience failure during the inquiry-based learning process. 5. Teachers encounter technical, cultural, and political challenges that affect the effectiveness of inquiry-based teaching. In particular, a lack of awareness of cultural challenges among teachers hinders their ability to develop transformative teaching strategies. Furthermore, some challenges lead to the civic empowerment gap and increase barriers to deliberative democracy.
參考文獻
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