臺灣國小社會課程標準與綱要制定過程之研究(1989~2001)

• Main Author: 劉漢輝
• Other Authors: 白亦方
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/17329967355348368453

碩士 === 國立花蓮師範學院 === 國民教育研究所 === 91 === Abstract The purpose of this research is to study the standard of Taiwan primary school social studies curriculum and the process of the formulation of social studies curriculum outline from 1989 to 2001 through literature analysis and interview investigation. By describing the track of the development of Taiwan primary school social studies curriculum during the above period and by comparing the connotation and difference between the 1993 version of the primary school social studies curriculum standard and the 《Nine year uniform social studies curriculum temporary outline》publicly announced in 2001, a study can be conducted on the ideal development model for the social studies curriculum. In addition, it can provide a basis of reference during formulation of primary school social studies curriculum in the future. In order to achieve the above purpose, this research collected literature information related to revision of the primary school social studies curriculum and meeting record. In addition, interviews were conducted with related personnel who participated in the revision of primary school social studies curriculum. Based on this, an in-depth study was conducted on the process of revision on the curriculum standard and curriculum outline and the main problem of discussion during the revision meeting of the team and its effect. Through the above research process, the time point of curriculum revision of this research is based on the formulation process of Taiwan primary school social studies curriculum from 1989 to 2001 that is divided into two phases: (1) Curriculum standard mastered by the government (1989~1996) The 1993 version of primary school social studies curriculum concurrently possessed the curriculum experiment spirit of the 「Panchiao Model」and the curriculum development content of the 「Nanhai Model」and the deficiency of the 「Chou Shan Model」was improved that possessed the characteristics of integrating the social science knowledge and improving the teaching method. The social science knowledge was merged into the primary school social studies curriculum and the scope of the social study was expanded and that was being first seen in the history of social curriculum in our country. (2) Curriculum outline mastered by the private sector (1996~2001) After implementation of the 1993 version curriculum standard in 1996, the 「ROC Social Studies Curriculum Development Academic Society」established the social studies curriculum reform research team in 1997 to develop an integrated social studies experimental curriculum. In 1998.9.30 the Ministry of Education publicly announced the 《Nine Year Uniform Curriculum General Outline》and 「Social Studies」 was one of the seven major learning area. The experimental curriculum of that research team thus became the blueprint of the 《Nine Year Uniform Curriculum General Outline》. In 2001 the Ministry of Education publicly announced the 《Nine Year Uniform Curriculum Temporary Outline》. The largest reform of the social studies curriculum outline was curriculum integration and combination subject teaching and disputes generated was also the largest. From the process of formulation of Taiwan primary school social studies curriculum of this phase, one can see the curriculum development and the movement of time and the phenomenon of following the time step by step. From the development process of the 1993 version primary school social studies curriculum standard to the nine-year uniform social studies curriculum outline, it could also reveal the change in the curriculum development that the mastering of scholars and experts and the power in the private sector played a very important role. The curriculum reform and the inheritance of the curriculum development experience, the integration of curriculum and the swaying of separate subject curriculums and the power of influence on the curriculum by civilian group could provide a revelation. Finally, the researcher recognizes areas that efforts should be spent on the development of Taiwan primary school social studies curriculum include: (1) Lay the theoretical foundation of social studies curriculum; (2) Organization of curriculum should advance towards professionalism; (3) Personnel participated in curriculum development should be diversified; (4) Necessity of curriculum experiment and curriculum appraisal.