篇名 |
社會科中的議題中心課程:歷史性探究
|
---|---|
並列篇名 | Issue-centered Curriculum in Social Studies: A Historical Research |
作者 | 鍾鴻銘 |
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. |
起訖頁 | 103-128 |
關鍵詞 | 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 |
刊名 | 課程與教學季刊 |
期數 | 201604 (19:2期) |
出版單位 | 中華民國課程與教學學會 |
該期刊 上一篇
| 從地方教育學觀點探討跨議題融入課程與教學 |
該期刊 下一篇
| 國小資優資源班數學課程實施之個案研究 |