國際文憑組織「個人與社會」教科書素養導向統整課程設計之分析

An Analysis on the Competency-Oriented Integrated Curriculum of the International Baccalaureate Organization's "Individuals and Societies" Textbooks

10.53106/102887082023096903002

劉美慧(Meihui Liu)；洪麗卿(Li-Ching Hung)；王俐蘋(Li-Ping Wang)

社會領域 ； 素養導向 ； 教科書研究 ； 統整課程 ； social studies ； textbook analysis ； integrated curriculum ； competency-oriented

教育研究集刊

69:3期（2023 / 09 / 30）

43 - 80

繁體中文;英文

108課綱以素養導向統整課程為課程設計的主軸，本研究旨在分析國際文憑組織「個人與社會」教科書如何設計素養導向統整課程。研究設計包括兩個階段，首先，運用文本分析法探討教科書如何描述及其內容？第二階段以訪談法瞭解編者為何如此設計？背後編輯和設計理念為何？研究發現如下：一、教科書展現學習者中心的理念及元件設計，包括引導元件、學習活動輔助元件和反思元件。二、課程設計聚焦在全球脈絡下之概念性思考，有效整合人文學科的相關概念，跳脫單一學科之思考。三、課程符合脈絡性、策略性、活用性和創生性之素養導向精神，但較缺乏情意面向之整合性引導。四、課程關注生活問題提問的主題選擇、運用圖文說明作為探究任務引導，以及藉由探究歷程來組織課程架構和學習活動。本研究結果可提供我國國中社會領域教科書課程設計之另一種視野和參考。

The competency-oriented integrated curriculum design is a feature of Taiwan's Curriculum Guidelines for Grades 1-12. This study analyzes how the "Individuals and Societies" textbooks of the International Baccalaureate Organization design competency-oriented integrated curriculum. The research design involved textual analysis and interviews with textbook writers. Firstly, textual analysis was used to explore the features of competency-oriented curriculum design in the textbooks. Secondly, interviews with textbook writers were conducted to understand the theory and ideal behind the curriculum design. The study's findings are as follows: (1) The textbooks showed learner-centered components such as guiding, learning activity auxiliary, and reflective components. (2) The curriculum development focused on conceptual thinking in global contexts, effectively integrating relevant humanities and avoiding limited perspectives. (3) The curriculum adhered to the competency-oriented principles of contextualization, strategy, applicability, and self-regulation but lacked guidance on affective skills. (4) The contents emphasized the selection of themes related to living questions and guided inquiry tasks through visual and textual explanations; their curriculum structure and learning activities were organized based on the process of inquiry. These findings provide an alternative perspective and reference for designing Taiwan's Social Studies curriculum for junior high schools.

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