從國小教師的教學經驗論未來社會領域素養導向實施挑戰與因應

A PRELIMINARY DISCUSSION OF COMPETENCY-BASED TEACHING IN COURSE DESIGN AND PLANNING EXPERIENCE-AN EXAMPLE OF SOCIAL STUDIES

張瀚陞(Chang Han Sheng)

《南亞學報》 40期 (2020/12) Pp. 25-59

摘要

為了培養學生擁有面對未來挑戰應具備的知識、能力與態度，從108學年度開始，有別於過去的九年一貫課綱所提的基本能力，新課綱更強調學生的學習歷程與跨學科的素養能力。影響學生能力培養的第一線乃是現場教學的教師，而核心能力主要強調學生發展潛能、實現自我與適應環境問題，成為具備公民素養的人。而社會學習領域所面對的議題往往與日常生活息息相關，可以發現到核心素養培養目的與社會學習領域相同，而目前社會學習領域尚未開始進行新課綱的教學，教學者目前在教學實施情形及未來課綱轉變的準備與因應皆會影響到新課綱推動的成效，因此本研究以六位國小社會科教師作為研究對象，透過深度訪談法蒐集資料，從現場教師的教學經驗進行分析教學實施現況、學生學習成效及未來素養導向教學的挑戰及因應看法等三個方向進行探討。研究發現：1、教師認為目前社會學習領域教學仍停留在背誦階段，新課綱的推動就能轉換教學型態有一定的難度；2、部分教師認為過去九年一貫課綱與新課綱如果差異不大，可能會減少教師教學創新的動能；3、雖然社會教科書還沒正式出版，但提供的教科書簡介尚未因新課綱而內容有大幅度的調動，過去問題依然存在；4、培養學生素養能力可以從學習單的評量進行轉變，透過能力的分組增加學生挑戰自我能力的動機。

關鍵字

108課綱 ； 素養導向教學 ； 社會學習領域

並列摘要

Different from the competences proposed in the old Grade 1-9 Curriculum, New Curriculum Guidelines put more emphasis on students' learning process and interdisciplinary learning for the cultivation of core competencies. The incumbent teachers play an important role in the process of cultivating students' abilities. The core competency emphasizes students' development of potentials, self-realization, and adaptation of the surroundings. These correspond to the goals of social studies. Also, the issues discussed in lessons of Social Studies are often closely related to daily life. Thus, this study aims to understand how teachers implement the teaching methods and react to the New Curriculum. Six Social Studies teachers participated the in-depth interviews of the current study. The data about three main aspects, namely the condition of implementing Social Studies lessons, the students' learning effectiveness and learning transfer, and teachers' opinions, and their reactions to the Social Studies course design under the framework of competency-based education. The outcomes of the research are three-fold: 1) the teaching of Social Studies still emphasizes recitation of content, and the teaching model may not be changed soon after the promotion of New Curriculum; 2) some teachers think there are few differences between the Grade 1-9 Curriculum and the New Curriculum, and teachers are less motivated to innovate their teaching; 3) the contents of textbooks are not greatly adjusted for the New Curriculum Guidelines, and the old problems still exist; 4) changes can be made in students' worksheets for assessment to cultivate students competencies, and ability grouping can be applied to increase students' motivation in challenging themselves.

並列關鍵字

2019 Curriculum Guidelines ； Competency-based Education ； Social Studies