站在時代的轉捩點：解嚴初期國小社會科課程與教材的發展

At the Turning Point of Time: The Development of Taiwan’s Elementary School Social Studies Curriculum and Textbook in the Early Period after Lifting the Martial Law

解嚴後臺灣的政治與社會產生劇烈變動，國民小學課程標準也因應社會變 遷而進行修訂。回應社會開放的趨勢，1993 年國小社會科課程以培養具有批判 反思能力的公民為目標，但是在課程內容上卻以「社會科即社會科學」為理念， 以社會科學七大學科的概念與通則建立課程架構。要以符合學生經驗的方式， 引導學生透過學科概念的探究，養成批判反思能力，這在教學設計上的難度相 當高。此時，國小教科書又開放為審定制。在這解嚴初期，社會科課程既有實 驗創新精神，也產生某些問題。本文以口述歷史的方法，探討解嚴後首次修訂 的國民小學社會科課程標準理念形塑過程、影響因素及教科書問題。最後歸納 結論為：（一）關鍵人物的理念主導課程路線；（二）研習會與人社指會研究的 匯合促成新社會科；（三）多重理念的混合增添教材轉化難度；（四）政策變數 影響課程的永續發展。

After the lift of Martial Law， Taiwan’s political and social environment had undergone dramatic change， and thereby the National Elementary School Curriculum Standard was revised. In response to the need of the open society， the elementary school social studies curriculum announced in 1993 attempted to strengthen the future citizens’ critical reflective ability. The new social studies curriculum was based on the rationale of “social studies as social sciences，” and the curriculum framework was constructed by the generalizations and concepts of seven disciplines in the field of social sciences. According to the Curriculum Standard， the social studies curriculum should cultivate the critical reflective ability through the inquiry of discipline concepts. In addition， the instruction design should be responsive to students’ life experiences. It was really difficult. In the same time， the textbook review institution started when the Curriculum Standard implemented. The innovative curriculum and the new textbook institution resulted in complex problems. Through the oral history approach， the current study explored the problems and the related factors affecting the elementary school social studies Curriculum Standard and textbooks development in that period. The conclusions were as follows: (1) the idea of the key persons affected the curriculum route; (2) the cooperation between In-Service Teachers’ Learning Center and Humanities and Social Disciplinary Steering Committee was contributive to the new Social Studies curriculum; (3) the difficulties of teaching-material transformation increased due to the mixing of multiple rationales; (4) the sudden change of the textbook policy hindered the sustainable development of the curriculum.