「公民遠見課程」之學習重點建構——以公民行動取向課程模式為取徑

綜觀國內外的文獻，關於培養未來思維能力的課程與教學逐漸為人所重視，但尚未建構起不同能力階段的學習指標，與之相關的議題和概念亦各自表述、相互競逐。本研究以公民行動（civic action approach）取向課程模式為取徑，建構中小學公民遠見課程（Civic Foresight Curriculum）之學習重點。本研究先後執行兩類型的專家問卷調查，其一為德懷術（Delphi Technique）問卷，透過評定學習重點各指標間的適切性建構學習重點，凝煉出24 項核心概念與基礎、中階、高階共72 項的學習表現，並且符合公民行動取向課程設計的模式。其二為層級分析（Analytic Hierarchy Process [AHP]）問卷，透過評定不同核心概念間的相對重要性，確立課程設計者應在不同階段的公民遠見課程中安排不同比重的核心概念，來回應學習者的需求。

關鍵字

未來永續思維；創業創新精神；全球在地視野；社會設計行動

並列摘要

Looking at the literature at home and abroad, the courses and teaching on cultivating future thinking ability are gradually being valued, but learning indicators for different ability stages have not yet been constructed, and related issues and concepts have competed. This research uses the civic action, approach-oriented curriculum model, as a path to construct the learning focus of the Civic Foresight Curriculum in primary and secondary schools. The research carried out two types of questionnaires successively. The first questionnaire was a three-round Delphi Technique expert questionnaire. Construct the learning focus by assessing the appropriateness of the various indicators of the learning focus, and produce 24 core concepts, as well as 72 learning performances of basic, intermediate, and high-level. The result is in line with the design of the civic action-oriented curriculum model. Questionnaire 2 is the “Analytic Hierarchy Process” (AHP) expert questionnaire. By assessing the relative importance of different core concepts, it is established that curriculum designers should arrange core concepts of different proportions in the civic vision curriculum at different stages to respond to the needs of learners.