跨領域人文社會課程中「在地學」之探究：以「行聊•苗青」為例

Research on “Local Studies” Course in the Cross Disciplinary Humanities And Social Curriculum: A Case Study on “MiaoLi XingLiao” of MiaoLi Senior High School

十二年國民基本教育鼓勵學校結合學生圖像、社區資源、教學資源與學生生活經驗，希冀透過跨領域的校訂特色課程，進行學科的統整與應用，引導學生連結、整合不同學科領域的概念和方法，以解決現實生活問題。STEM（Science, Technology, Engineering, and Mathematics）雖是最為人熟知的跨領域課程，然在人文跨領域討論仍少。本研究分析教育部課程平台中之跨領域統整課程，探究跨領域課程的趨向，並進一步以苗栗高中「行聊•苗青」課程探究人文跨領域中「在地學探究」的脈絡與發展。結果發現，在地學探究課程，內容上不僅認識在地知識，亦能培養人文觀察力，透過閱讀課程規劃，將社區作為實踐的場域；評量上，結合學校遠景指標的多元評量，可以提升學生的學習深度；此外，透過不同專案計畫的注入，可增加課程的多元性。

The 12-year national basic education encourages schools to combine students’ images, community resources, teaching resources and students’ life experience. It is hoped that through the cross disciplinary revision of characteristic curriculum, the integration and application of disciplines can be carried out, and the concepts and methods of different disciplines can be linked and integrated to solve real life problems. It also encourages schools to plan school-based characteristic courses in combination with vision and resources, existing subject textbooks and students’ life experience. The purpose is to enable students to have a high degree of learning motivation and actively participate in learning. STEM (Science, technology, engineering, and Mathematics) is the most well-known interdisciplinary course. However, there are few cross disciplinary discussions in humanities. This study analyzed the whole Cross disciplinary curriculum in the website of the Ministry of education, explored the trend of Cross disciplinary curriculum, and further explored the context and development of the theme of “Local Studies” in the cross field of humanities with the course of “MiaoLi XingLiao” in Miaoli Senior high school. The results show that the courses with “Local Studies” are not only to understand the local environment, but also to cultivate humanistic observation. Reading comprehension can be linked, and community can be regarded as the field of practice, and international issues can be further linked. Furthermore, combined with the multiple evaluation of students’ image indicators, students’ learning depth can be improved/In addition, the diversity of courses can be increased through the injection of different project plans.