能動性、能力統整與課程轉化—社會領域探究本位學習方法之研究

Agency, Competencies Integration, and Curriculum Transformation – Research on Inquiry-Based Learning Methods in Social Studies

面對國民小學社會領域「探究與實作」課程發展與教學現場之問題，不同版本課程雖已符合「選擇議題、蒐集資料、分析、研究與發表等實作項目」之探究式學習精神，然各版本的探究任務形式仍偏向是教師導向的問題提出未必能發揮提升學習者主動探究能力之實質效果。本文一方面以個體能動意識、群際協作以及集體等多維能動性觀點為基礎，一方面區分「導向意義深度理解」與「導向問題有效解決」之探究本位學習方法論，並進一步說明問題本位、專題本位與現象本位等不同方法的異同。另一方面則是從課程轉化的角度提出多元能力發展與課程統整之整合觀點，歸納「探究為本的學習方法論基礎」、「探究的問題形式與性質」、「學與教的師生能動性關係」、「兼顧領域學習內容與能力表現的統整」、「探究與實作的主題設計與方法選擇」，以及「探究與實作的學習成效評量」等「探究與實作」課程發展原則，期能對社會領域探究及實作之學習與教學提供建議。

Faced with the problem of curriculum development in the teaching field of “social inquiry and practice” in elementary social studies education, the various texts offered by different publishers conform to the inquiry-based learning spirit of “choosing topics, collecting data, analyzing, researching and presenting practical projects”. However, regardless of which publisher’s version is considered, the form of inquiry-based tasks contained therein remains biased towards teacher-oriented questioning, which may not have the substantial effect of enhancing learners’ active inquiry competency. Based on the multi-dimensional agencies of individual awareness, collaboration, and collection, this paper distinguishes the inquiry-based learning methodology of “leading to an in-depth understanding of meaning” and “leading to effective problem solving”. Furthermore, it analyzes the similarities and differences between problem-based, project-based, and phenomenon based learning. From the perspective of curriculum transformation, this paper also proposes the integration of multiple agencies development and curriculum integration to summarize pedagogical principles as follows: “the foundation of inquiry-based learning methodology”, “the form and nature of inquiry-based questions”, “the active relationship between teachers and students during inquiry”, “considering the integration of learning content and competencies performance”, “thematic design and method selection of inquiry-based learning and teaching”, and “evaluation of learning effectiveness of inquiry-based learning”. The author expects to provide some suggestions on inquiry-based learning and teaching in the social studies field.