公民行動取向「公民遠見課程」之學習重點建構及其關鍵概念分析

學校的課程規劃須有未來性的思維，已是近來各國課程改革的共識。本研究旨在建構適用於十二年國教階段「公民遠見課程」之學習重點，為培養新世代公民所需的未來思維與能力，奠定第一塊基石。本研究結合文獻探討、焦點團體、德懷術等方法進行條目建構，研究結果：一、所建構的「公民遠見課程」學習重點之條目系統，包含24條學習內容條目，以及72條符合「基礎」、「中階」與「高階」能力層級之學習表現條目。二、「公民遠見課程」學習重點之條目系統，採公民行動取向課程模式建構，且符合條目建構的形式要件。經由層級分析確立各主題軸的三個核心概念之權重評級，並排出編選教材之優先次序。三、學習重點的條目系統經共詞分析提煉出專家小組與研究團隊草根性產出的關鍵詞；這些關鍵詞與根據學理所架構出來的四個主題軸與12個核心概念略有不同但可相輔運用。

關鍵字

公民遠見課程；學習重點；公民行動取向課程模式；條目建構

並列摘要

Around the Millennium, planning school curricula from the perspective of futures thinking has become a focus of curriculum reforms in various countries. The purpose of this study is to construct the learning foci of the Civic Foresight Curriculum (CFC) such that they align with Taiwan's 12-Year basic education framework and to establish a foundation for educating our next generation of citizens. Through a literature review, focus group discussions, and the Delphi technique, several findings were obtained. 1. The item system of the CFC learning foci comprises 24 learning content-related items and 72 learning performance-related items that correspond to basic, intermediate, and advanced ability levels. 2. The item system of CFC learning foci was developed on the basis of a curriculum model of civic action and conforms to item format requirements. Through the analytic hierarchy process, the weight ratings of the three essential concepts of each thematic axis were used to prioritize curriculum content. 3. Keywords identified through coword analysis were extracted from the item system of the learning foci on the basis of the practical knowledge of an expert group and our research team. These key words partially differ from the four thematic axes and 12 essential concepts of the CFC as constructed by applying literature findings and academic theory. In curriculum design, the keywords, axes, and concepts can complement each other.

並列關鍵字

Civic Foresight Curriculum ； learning foci ； curriculum model of civic action ； indicator construction

參考文獻

王順美（2016）。臺灣永續發展教育現況探討及行動策略之芻議。環境教育研究，12（1），111-139。https://doi.org/ 10.6555/JEER.12.1.111

林永豐（2017）。論十二年國民基本教育課程總綱學習重點的規劃思維與意涵。課程與教學季刊，20（1），105-125。https://doi.org/10.6384/CIQ.201701_20(1).0005

紀舜傑（2018）。從紐西蘭「未來焦點議題計畫」論永續創新的未來教育。教科書研究，11（2），147-155。

陳玟樺、劉美慧（2018）。從聯合國《兒童權利公約》反思我國學生參與課綱審查之重要課題。當代教育研究季刊，26（4），1-45。https://doi.org/10.6151/CERQ.201812_26(4).0001

陳麗華（2011）。公民行動取向全球議題課程設計模式與實踐案例。臺灣民主季刊，8（1），47-82。https://doi.org/10.6448/TDQ.201103.0047

主題瀏覽