培養面向未來挑戰的探究能力：以國小社會領域教科書分析為焦點

Cultivating Learner’s Inquiry Competency to Face Future Challenges: Focusing on the Analysis of Social Studies Textbook of Elementary Schools

面對未來社會的快速變遷與課綱素養導向的教育改革趨勢，「探究與實作」已成為國小社會領域課程發展的核心理念之一。本研究以十二年國民基本教育課綱為理論基礎，參照美國C3架構下之探究設計模式，分析2024年三家出版社之國小社會教科書，探究課程設計與學習歷程的轉化實踐。研究發現，各版本教科書皆回應課綱精神，透過不同策略建構學生的探究素養：A版強調社會行動導向，運用4F與問題導向學習模式引導學生發展問題意識與實踐能力；B版採取結構穩定的四步驟探究模式，強化資料分析與問題聚焦能力；C版以策略多元與步驟遞進為設計特色，著重學生的探究歷程建構與思辨能力培養。然分析亦顯示，部分教材存在探究步驟標示混淆、學習策略分散、公民行動實踐不足等問題。本研究主張，未來教科書設計宜建立探究邏輯一致性，強化行動導向學習的整合，並建構教師支援系統與學生歷程評量機制，以促進探究課程的教學轉化與學生探究能力的深度發展。

In response to the rapid transformation of future society and the educational reform trend of competency-oriented curriculum guidelines, “inquiry and practice”has emerged as one of a core principles in the development of elementary social studies curricula. Grounded in the 12-Year Basic Education Curriculum Guidelines and referencing the Inquiry Design Model (IDM) from the U.S. C3 Framework, this study analyzes the 2024 editions of elementary social studies textbooks published by three publishers. It investigates how inquiry-oriented curriculum design and learning processes are implemented and transformed in practice. The findings indicate that all textbook versions reflect the spirit of the curriculum by adopting varied strategies to cultivate students’ inquiry competence: Version A emphasizes a social action-oriented approach, incorporating the 4F and problem-based learning models to guide students’ problem awareness and practical ability; Version B adopts a consistent four-step inquiry framework to strengthen data analysis and problem-focused skills; Version C features diverse strategies and a progressive step-by-step structure, highlighting the development of students’ inquiry processes and critical thinking abilities. However, the analysis also reveals several challenges, including inconsistent labeling of inquiry steps, fragmented learning strategies, and insufficient design for civic action. This paper argues that future textbook development should establish coherent inquiry logic, enhance the integration of action-oriented learning, and provide teacher supportive systems and student assessment mechanisms to promote the instructional transformation of inquiry curricula and deepen students’ inquiry competence.