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  • 學位論文

台灣與日本國中階段社會科課程之比較研究

指導教授 : 楊思偉
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摘要


摘要 本研究旨在探討台灣與日本國民中學階段社會科課程之異同,以期對今後社會科課程之研究發展有所裨益。研究採文獻探討和比較教育研究法,研究者廣為探討國內外相關文獻,建立起本研究關注的社會科課程五項比較基準:社會科課程之設置理念、社會科課程之建構觀點、社會科課程之合科形式、現行社會科課程之綱要內容、現行社會科課程之實施方式。並應用貝瑞德(G.Z.F. Bereday)所建立的比較研究法,採「描述-解釋-並排-比較」的模式,探究台灣與日本國中階段社會科課程內涵之異同。 根據研究結果,主要發現如下: 一、社會科課程之設置理念 (一) 初期社會科設置的背景 1.皆以修身、歷史、地理為社會科教育內容之前身。 2.設置社會科的啟蒙皆受美國「Social studies」課程影響。 3.正式社會科設置的時間中國比日本早。 4.初期社會科的目標皆為培養適合當時社會之公民。 (二) 現行社會科在總體課程的重要性 1.雙方現行社會科之位階均屬必修課程。 2.日本社會科與其他課程間的配合情形比台灣密切。 3.雙方現行社會科授課節數比重皆與其他必修科目相當。 二、社會科課程之建構觀點 (一) 1950年代以前日本採經驗主義的課程觀點;台灣則配合反共基本國 策並嘗試經驗主義的實驗教學。 (二) 1960、1970年代台灣與日本均強調學科專門知識的系統主義。 (三) 1980、1990年代日本強調以「人」中心;台灣則逐漸以「本土化」 為中心。 (四) 2000年以後台灣與日本均重視能力培養的統整學習觀。 三、社會科課程之合科形式 (一) 過去合科形式 1.社會科組成學科均以歷史、地理、公民三科為主。 2.日本設有獨立的道德時間;台灣則將道德融入公民教育。 3.日本隨時代需要而調整社會科架構;台灣則大致維持固定架構。 4.日本屬於「統合型」社會科;台灣屬於「分科型」社會科。 (二) 現行合科形式 1.日本維持歷史、地理、公民三分野;台灣則打破學科界線,改採「領 域」學習。 2.日本繼續設立道德時間;台灣則無道德課程的具體呈現,基本上以融入 各科教學為原則。 3.日本屬於統合之「π型」結構;台灣則為「融合型」社會科。 四、社會科現行之綱要內容 (一) 現行社會科之課程目標 1.課程修訂背景均為配合社會發展及學生需求。 2.社會科目標精神均為培養良好公民素質和日常生活技能。 3.日本以社會科總目標為核心;台灣以九大主題軸為核心。 4.日本情意目標略多於認知、技能目標;台灣技能目標略多於認知、情意 目標。 (二) 現行社會科課程綱要之特色 1.日本由社會科總目標規範分野目標;台灣由主題軸與能力指標呈現。 2.教材編寫日本依據各分野的目標及內容;台灣依據分段能力指標。 3.日本設綜合學習的時間;台灣設彈性學習節數,兩者對於社會科的統整 學習應具一定之助益。 4.關於重大議題之融入日本無具體規定;台灣則將六大議題融入社會領域 之教學。 五、社會科現行之實施方式 (一) 社會科課程的安排 1.社會科授課之安排日本為「π型」設計;台灣則隨年級而加深、加廣學 習內容。 2.日本明文規定社會科總授課節數三學年合計295節;台灣彈性規範三學 年至少344節。 3.日本中三社會科授課節數低於中一、中二;台灣國三社會學習領域授課 節數高於國一、國二。 (二) 社會科課程的評量 1.評量規準日本依據四個觀點別;台灣參考分段能力指標。 2.均強調多元的評量方式。

關鍵字

日本 社會科課程 比較研究

並列摘要


Abstract The objective of this research is to study the difference of Social Studies curriculum in junior high school between Japan and Taiwan. The research is expected to contribute to the research and development of Social Studies curriculum in the future. Reference Discussion method and Comparison Education method are taken in this research to analyze the contents of Social Studies curriculum in both countries. The researcher widely utilizes relative references to establish five comparing bases of Social Studies curriculum in this research. The five bases are: setting concepts, structure standpoints, course composition, current standard contents and current execution patterns of Social Studies curriculum. Along with G.Z.F. Bareday’s comparison method: Descriptive phase-Explanatory phase-Juxtaposition-Comparison, this research studies the differences of Social Studies curriculum in junior high school between Japan and Taiwan. According to the results of this research, the main discoveries are: 1.Setting concept of Social Studies curriculum: A.The background of original Social Studies curriculum setting. a.The prototype of Social Studies is Moral Culture Practicing, History and Geography in both countries. b.The Social Studies curriculum setting was effected by U.S. “Social Studies” curriculum. c.The official Social Studies curriculum setting time in China is earlier than in Japan. d.The initial goal of Social Studies is to educate the citizens suited for the society in that period of time. B.The importance of current Social Studies in the entire junior high school curriculum. a.The current Social Studies sections are all required courses. b.The connection between Social Studies and other courses is denser in Japan than it is in Taiwan. c.The current credits of Social Studies equal to other required courses in both countries. 2.Structure standpoint of Social Studies curriculum: A.Before 1950’s, the curriculum standpoint of “Experientialism” was adopted in Japan; along with government policies, the teaching trail of “Experientialism” was attempted in Taiwan. B.In 1960’s and 1970’s, the specialization of curriculums is emphasized in both countries. C.In 1980’s and 1990’s, human-being-oriented curriculum was strongly stressed in Japan; localization-oriented curriculum was emphasized in Taiwan. D.After year 2000, integrated learning which develops living abilities was focused in both countries. 3.Course composition of Social Studies curriculum: A.Courses composition in the past a.History, Geography and Citizenship were major components. b.Moral Studies was an independent course in Japan; Moral Studies was a part of Social studies in Taiwan. c.The Social Studies’ structure was adjusted as needed by time in Japan; the Social Studies’ structure maintained fixed in Taiwan. d.Social Studies course was an integrated model in Japan; it was segregated into groups in Taiwan. B.Current courses composition a.History, Geography and Citizenship are remained in three different divisions in Japan; there are no boundaries among these three courses in Taiwan. b.Moral Studies remains an independent course in Japan; there is no Moral Studies course in Taiwan. c.The Social Studies’ structure is an Integrated πmode in Japan; it is a Fused mode in Taiwan. 4.The current syllabus of Social Studies: A.The current goal of Social Studies curriculum a.The updated curriculums are coordinated with society development and students’ needs. b.The main goals of Social Studies are designed to develop good citizenship and living abilities. c.The general goal of Social Studies is the core of curriculum in Japan; the Nine-spindles of Social Studies are the cores of curriculum in Taiwan. d.The attitude goal of teaching is higher than knowledge and skill goal in Japan; the skill goal of teaching is higher than the other two goals in Taiwan. B.The features of current Social Studies syllabus: a.The general goals of Social Studies standardize the division goals in Japan; the syllabus is composed by spindles and ability index in Taiwan. b.The textbook editing is based on individual division’s goals and contents in Japan; it is based on ability index in Taiwan. c.Comprehensive studying course is included in Japan; flexible course is included in Taiwan. The two features both contribute to the integrated learning of Social Studies. d.There are no specific regulations of important agendas in Social Studies in Japan; six agendas are included in Social Studies education in Taiwan. 5.The current execution of Social Studies: A.The arrangement of Social Studies curriculum: a.Aπmode design curriculum of Social Studies teaching is arranged in Japan; a consistent mode design curriculum of Social Studies teaching is arranged in Taiwan. b.There are 295 credits in three-year Social Studies courses in Japan; at least 344 credits are required for three-year Social Studies courses in Taiwan. c.The required credits of Social Studies courses in the third year of junior high school are lower than in the first two years in Japan; the required credits are higher in the third year of junior high school than in the first two years in Taiwan B.The evaluation of Social Studies curriculum: a.There are four evaluation standards in Japan; the evaluation standard is based on the ability index in Taiwan. b.A variety of evaluation methods is emphasized in both countries.

並列關鍵字

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