题名

社會科中的議題中心課程：歷史性探究

并列篇名

Issue-centered Curriculum in Social Studies: A Historical Research

DOI

10.6384/CIQ.201604_19(2).0005

作者

鍾鴻銘(Horng-Ming Jong)

关键词

議題中心 ； 問題本位 ； 社會科 ； 課程史 ； 爭議議題 ； issue-centered ； problem-based ； the social studies ； curriculum history ； controversial issues

期刊名称

課程與教學

卷期/出版年月

19卷2期（2016 / 04 / 01）

页次

103 - 128

内容语文

繁體中文
中文摘要

本文旨在探討社會科議題中心課程的歷史演進過程。議題中心課程起源自1916年社會科報告書中的民主問題課程。1920、1930年代，社會重建論者Rugg亦倡議議題中心課程，並編製一系列議題中心社會科教科書。1960年代的新社會科課程改革運動，亦有部份學者戮力為議題中心課程建立理論。新社會科課程改革運動式微之後，又有批判教育學主張透過議題中心的課程與教學，培育學生的批判能力。晚近，社會議題中心課程含蓋的議題益趨廣泛，教學策略則益趨多元。
英文摘要

This paper aims to research on the historical evolution of issue-centered curriculum in social studies. Issue-centered curriculum originated in the ＂problem of democracy＂ curriculum of the 1916 Social Studies Report. During 1920’ and 1930's, the social reconstructionist, Rugg, also promoted the issue-centered curriculum, and published a series of related textbooks. Many follow-up scholars, engaged in the new social studies curricular reform movement in 1960', committed to build up with theories for this curriculum. A new trend then coming up, the critical pedagogy took the place and promoted to raise up students' critical ability as schools implemented the reformed issue-centeredness. Until now, however, the issues which social issue-centered curriculum covered become diverse, and the teaching strategies employed also become multiplex.
主题分类 社會科學 > 教育學
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被引用次数
  1. 單文經(2021)。美國新新社會科運動及其有關課程與教學革新作法評析（1968年－1970年代）。課程與教學，24(3)，113-144。
  2. 鍾鴻銘(2016)。T. J. Jones與《1916社會科委員會報告書》對社會科緣起之歷史意義探究。教育研究集刊，62(3)，35-71。
  3. 鍾鴻銘(2019)。美國卡納瓦郡教科書爭議事件研究。教科書研究，12(2)，71-104。
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