本研究旨在探討國民中學實施社會領域課程之相關課題,深究個案學校社會領域課程實施的情形,包括:一、社會領域課程實施之歷程;二、社會領域之課程內涵;三、社會領域課程之教學實踐情形;四、社會領域課程實施之成效與檢討。 為達成上述研究目的,本研究採取質性個案研究方式,以台北縣欣欣國中為研究的對象,以觀察、訪談與文件分析等方法,蒐集個案學校實施社會領域課程之相關資料。根據資料分析與研究結果的討論,歸結出以下結論── 一、社會領域課程實施之歷程 (一)學習型的學校文化是社會領域課程順利實施的契機。 (二)校長的支持是課程發展團隊持續運作的動力。 (三)教師對學校文化認同的落差影響其對革新課程實施的態度。 (四)時間不足是社會領域課程實施的主要限制。 (五)長程的整體課程架構及系統化的評鑑易被忽略。 二、社會領域之課程內涵 (一)課程內容過多使教師面臨教學的兩難。 (二)社會領域課程之教材選擇較缺乏學生的參與。 (三)社會領域內的主題統整為主要的課程統整模式。 三、社會領域課程之教學實踐情形 (一)加強教師課程研發的專業能力以施行協同教學。 (二)教學與評量方法的改進是最需突破的困境。 四、社會領域課程實施之成效與檢討 (一)社會領域課程的實施對學校及師生都有正面的助益。 (二)升學壓力之紓解是決定新課程實施是否成功的重要因素。 (三)學校實施社會領域課程受到許多因素的影響。 最後,本研究根據前述發現,針對個案學校、一般國民中學、教育行政機關,以及未來的研究方向,分別提出進一步的建議,以供作國民中學社會領域課程實施之參考。
The purpose of this study was to explore the related issues of the curriculum implementation of integrative social studies curriculum in a junior high school. The researcher entered a junior high school to do filed work from February 2001 to January 2002. The qualitative data was collected by non-participant observation, interviewing, and document analysis. Four categories of findings came out of the research as follows: 1.Implementation process (1)Learning-based school culture played key roles of implementing integrative social studies curriculum successfully. (2)The support from the curriculum leader maintained team work. (3)The difference of teachers’ identity for the school affected the teachers’ attitude for the curriculum innovation. (4)Lack of time was the main limitation of implementing the integrative social studies curriculum. (5)The school often neglected the complete curriculum frame and systematic evaluation. 2.Content analysis (1)The content of the curriculum was too much. (2)There was no students’ voice in the process of choosing the social studies curriculum. (3)The primary model employed was within-field-subject- integration. 3.Practices of teaching and learning (1)Teachers’ professional ability should be raised to execute team-teaching. (2)Teachers’ methods of teaching and evaluation should be improved as soon as possible. 4.The effects and problems of the curriculum implementation (1)The implementation of the curriculum was helpful for school, teachers, and students. (2)Teaching for examination was an obstacle to successful curriculum implementation. (3)The implementation of social studies curriculum was influenced by many factors. Finally, according to the conclusions, this study made some suggestions for the school the researcher observed, other junior high schools, and the educational administrators. Future research topics were also suggested.