跳脫教科書的課堂即興－十二年國教課綱下高中公民教師的探究教學與教科書使用

Teaching Without a Textbook: Senior High School Citizenship Teachers' Inquiry-Based Teaching and Textbook Use Under the 12-Year Basic Education National Curriculum

10.6481/JTR.202404_17(1).02

林浩民(Hao-Min Lin)；洪承宇(Cheng-Yu Hung)

探究與實作 ； 探究要項 ； 實作取徑 ； 教材設計 ； inquiry and practice ； inquiry essentials ； practice approaches ； material design

教科書研究

17卷1期（2024 / 04 / 15）

35 - 66

繁體中文;英文

探究理念的融入是十二年國教課綱的亮點之一，公民與社會課綱除了以疑問句形式撰寫作為引發學生興趣之源頭外，教科書也添加探究設計，希望全面地將必、選修課程沉浸於探究氛圍中。其中，探究與實作更是一門沒有課綱條目與教科書的選修課，考驗教師從發想、實施到完成的實踐能力。本文訪談10位公民教師，探討從依賴到跳脫教科書教學的轉變；多數受訪者以「生活情境」與「公共議題」作為自編課程發想；在課綱建議的實作取徑中，「日常生活的意義理解與探究」與「經驗事實的描繪與量化探究」是最常採用的探究工具，並且探究的歷程具有遞迴性與不確定性，並非過往理論所描繪之線性過程，教科書因而難以滿足教學之需求。本文除了整理教師對於課綱的回饋與探究課程設計外，也帶出教科書從過往的主要教學主導與學術知識來源，漸漸轉換為次要的訊息提供者角色。

The latest national curriculum highlights the concept of incorporating inquiry into education. Notably, the introduction of inquiry-based guidelines has begun the process of incorporating inquiry, and more inquiry-related elements have been incorporated into citizenship textbooks. A new course named Inquiry and Practice has been developed that frees teachers from the constraints of textbooks and empowers them to imagine, design, and execute. We interviewed 10 citizenship teachers who reflected on how teachers changed how they used textbooks after the introduction of the new curriculum. In the Inquiry and Practice course, topics related to real-life scenarios and public issues were most commonly explored. In terms of inquiry methods, the combination of "understanding and inquiring about daily life" and "describing facts and quantitative inquiries" was preferred. However, the inquiry process involved various uncertainties, and its recursive trajectory differed from those described in various theories. Teachers learned to plan their lessons without using textbooks. The current study synthetized the interviewees' feedback on the latest curriculum and identified a trend in which textbooks shifted from a primary role of dictating the progress of classroom practice to a supportive role as secondary learning resources.