九年一貫課程國中社會教科書公民內涵之課程發展

Investigating the Evolution of Civics Textbooks for Junior High School Social Studies in Grade 1-9 Curriculum Guidelines

九年一貫課程改革初衷是權力鬆綁、課程統整、去知識化，強調以學生為中心、培養基本能力。然這次課程改革經過4次課綱實施後，理想上教科書研發應可以更開放、更適性，但歷經教科書商品化，市場競爭下的經濟效應卻複雜化了課程的發展。本研究以K版本國中社會的公民教材為例，探討教科書發展演變歷程及其呈現的課程觀。經訪談5位教科書編者、主編，輔以分析4個版次的教科書文本，最後整理歸納三點結論，並提出省思：（一）教科書是市場經濟效應結合教師偏好的產物；（二）固著於社會適應、學科結構、教師中心的課程觀；（三）課程改革理念與教科書研編之間產生斷裂。 The original aims of grade 1-9 curriculum reform were to deregulate, integrate the curriculum, and reduce knowledge loads, emphasizing the student-centered curriculum perspective and cultivation of basic competences. Despite the fact that the implementation of grade 1-9 curriculum reform should have made textbook compilation more suitable for learners, the economic effects have complicated the development of the textbooks. This study uses the K version of civics textbooks for junior high school social studies to explore the evolution of textbooks and the respective curriculum perspectives. In-depth interviews were conducted with 5 key persons who participated in editing K version civics textbooks and made reference to 4 editions of textbooks. The results revealed that (1) textbooks are the product of market economy effects combined with teacher preferences, (2) civics textbooks tend to be constrained to the curriculum perspectives of social adaptation, subject matter structures and the teacher- centered approach, and (3) the implementation of curriculum reform and the development of textbooks are not coherently related.