本研究旨在探討利用結構/摘要/作筆記閱讀策略教學運用於高年級學童社會領域教學之學習成效，並根據研究結果擬具社會領域教師對於學童施行閱讀策略融入教學之參考。 本研究採準實驗研究法、觀察法、問卷分析法及訪談法，以兩班國小五年級學童為研究對象，一班為接受「結構/摘要/作筆記閱讀策略」教學之實驗組學生，一班為接受傳統社會領域教學之控制組學生，兩班學生皆由研究者進行教學，進行為期九週共十八堂之實驗教學課程，在教學前後，對研究對象實施前測、後測，藉以了解社會學習成效是否有顯著的差異。 依據資料分析與研究結果，歸納出以下結論： 一、 融入「結構/摘要/作筆記閱讀策略」教學，對於有效提升國小高年級學童社會學習領域之成效影響沒有顯著差異。 二、 實施「結構/摘要/作筆記閱讀策略」教學融入社會領域學習，對於不同學習成就的學童沒有顯著影響。 三、 「結構/摘要/作筆記閱讀策略」教學後，學生閱讀理解、閱讀策略運用、社會領域學習能力有顯著的進步。 最後，根據研究結果，提出對國小社會領域教師進行閱讀策略融入社會科教學及未來研究之建議。 / This study aims to discuss the application of Structure/Abstract/Making Notes reading comprehension strategy instruction to higher grade pupils’ learning effect on social studies. Based on the research results, reference for teachers of social studies integrating reading comprehension strategy into the instruction for pupils is proposed. With experimental research, observation method, questionnaire survey, and interview, two classes of G5 pupils are studied. The students in one class, as the experimental group, receive Structure/Abstract/Making Notes reading comprehension strategy instruction, while another class, as the control group, receives traditional instruction on social studies. Both classes of students are instructed by the researcher for 18 sessions in 9 weeks. Pretest and post-test are preceded before and after the instruction in order to understand the significant difference in the learning effect on social studies. According to the data analysis and the research results, the following conclusions are summarized. 1. Structure/Abstract/Making Notes reading comprehension strategy instruction does not significantly enhance high grade pupils’ learning effect on social studies. 2. Structure/Abstract/Making Notes reading comprehension strategy instruction does not show remarkable effects on the social studies learning of pupils with different learning achievements. 3. After the Structure/Abstract/Making Notes reading comprehension strategy instruction, the students’ reading comprehension, reading strategy application, and learning abilities in social studies reveal notable progress. Finally, suggestions for elementary school teachers of social studies integrating reading strategy into the instruction and future research are proposed according to the research results.

本研究依據體驗學習理論，建構一套適用於國小社會領域教學的體驗學習教學模式，包含前導活動、情境互動、經驗反思、應用、歷程反思。為探討以體驗學習教學法進行社會領域教學的實施效果，以北部某國小四年級的四個班級學生為研究對象，三個班級為實驗組進行體驗學習教學，一個班級為對照組進行講述問答教學，進行五週的教學實驗。研究對象在實驗課程結束一週後接受研究者自編之社會領域學習成就測驗，及填答研究者自編之社會領域學習態度量表，在實驗課程結束後六個月再次填答社會領域學習態度量表。另外，在各單元課程結束後，實驗組教師分別填寫一份教學記錄與反思，實驗組學生分別填寫一份學習意見調查表。在質性資料部分，研究者除了觀察各班的教學之外，在實驗課程結束後，對四個班級的師生進行個別訪談。 研究結果主要發現：1.體驗學習有助於學生社會領域學習成就，尤其是高層次認知方面。 2.體驗學習有助於學生社會領域學習態度，尤其是興趣方面。 3.體驗學習有助於學生社會領域長期學習態度，不論是興趣、價值或信心方面。 4.體驗學習最重要的成分為情境、互動、反思。 5.不同教學風格教師均適合使用體驗學習教學法。 6.參與體驗學習教學有助於教師專業成長。 根據研究發現對教學實務提出建議如下：1.不論教師風格為何，均可使用體驗學習教學法，以利於學生高層次認知、興趣和長期學習態度。 2.體驗學習課程設計應有高情境、高互動、高反思。 3.社會領域第二學習階段強調鄉土教育，宜使用體驗學習。 4.使用體驗學習進行社會領域鄉土教學，應善用社區和家長資源。 5.與其他學習領域設計整合體驗學習課程，可解決時間不足的問題。 6.教師參與平等、互信、互助、重反思、重專業的教學行動研究團隊，有助於教師專業成長。 / The main purpose of this study was to understand the effects of merging experiential learning into social studies in elementary schools. Through literature reviews, we constructed a teaching model of merging experiential learning into social studies, including directive activity, situated interaction, reflection of experience, application and reflection of process. Three classes accepted experiential learning were categorized as experimental groups, and one class accepted teacher’s lecture as contrast group. The courses lasted for five weeks in an elementary school in northern Taiwan. All students took social studies achievement test and social studies attitude questionnaire immediately following the courses, and filled up social studies attitude questionnaire again six months after the courses. We also observed the process of the courses, and interviewed teachers and students after the courses. The main findings of this study were as follows: 1.Experiential learning can help improve students’ achievement in social studies, especially in high level cognition. 2.Experiential learning can enhance students’ attitude toward social studies, especially in interest aspect. 3.Experiential learning can promote students’ long-term attitude on social studies, no matter in interest, value, or confidence aspect. 4.The most important elements of experiential learning are situation, interaction, and reflection. 5.Teachers with various types of teaching styles can adapt experiential learning method when teaching social studies. 6.The experience from the participation of the study helps teachers’ professional growth. Finally, some suggestions were proposed based on the conclusions for further studies.

本研究旨在了解國中社會領域教師教學現況，調查工具為研究者自編國中社會領域教師教學現況問卷。以93學年度台北縣國中為研究對象，採取全面普調各校教務主任及社會領域教師。共計回收學校數67校，佔所有母群施測學校90.54％；有效樣本「教師版」問卷541份，回收率58.61％；「行政人員版」問卷59份，回收率79.73％。並舉辦二次專家教師焦點座談。問卷所得資料，利用統計套裝軟體SPSS10.0版本進行統計分析，獲得以下結論： 一、 在教學現場有將近一成教師為代課浮動編制，且有教師證之公民師資人數百分比明顯偏低。 二、行政人員與社會領域教師對社會領域教學實施現況看法存在差距；行政人員看法較樂觀及寬鬆，社會領域教師在教學自我要求較嚴謹。 三、教師參加領域學分研習進修人數百分比呈現正成長。但教師參加社會領域學分研習對教學行為並無顯著影響。且資深教師參加意願不高。 四、比較83年課程標準與九年一貫新課程，社會領域均為基本學力測驗考科，教學目標不變，教材未見減少，學生學習時數大幅減少，且北縣各國中校際與年級間學生學習時數差距多達240節。使學校教師教學難以發揮，教師新陳代謝停頓，師資結構難更改，呈現教學困境之際。 五、71.2％教師授課方式採取分科教學。一年級採合科教學之比例最高（25.8％）；三年級採分科教學之比例最高（70.6％）。學校決定授課方式多透過會議決，但在決定授課方式受到學校位置、學校規模及教育政策影響。 六、提供專科教室作社會領域教師教學使用的學校數不到四成，設備、教材內容、授課時數等因素影響教師使用專科教室□率。 七、學校提供電化設備的比例達九成六三，超過七成的行政認為提供電化設備的數量足供教師使用，近六成認為教師會獨立操作。但教師因電化設備、教材內容、授課時數影響教師使用頻率。 八、學校提供圖儀設備的比例達九成七；五成的行政認為提供圖儀設備的數量及種類足供教師使用；八成二行政對認為教師使用情形尚可，教師教學使用頻率因圖儀設備與教材內容的相關度、行政管理借用方便及教師用心規劃課程而影響。 九、47.9％行政及79.8％教師認為多元化教學「尚待加強」。54.2％行政已訂定相關配套措施。另教師因教學時間及設備因素影響多元化教學實施。 十、國民中學社會領域「教師教學行為」的總平均分數3.71落在「符合」與「非常符合」之間，表示教師教學專業行為居於中上。 十一、整體教師得分最高的是「增進有效溝通」，教師教學最優強項為「教學時，能以和善親切的語氣與學生互動。」；得分最低的是「活用教學策略」，教師教學最弱項為「教學時，能依據教學需要應用各種電化設備。」 最後依據研究結論，提出建議。 / The purpose of this study is to understand the current status of teaching implementation on the teachers of social learning field in junior high schools, the investigation tool is a questionnaire self-prepared by the author, which is to aim at the current status on the teaching activities of the teachers on social learning field in junior high schools. The study was to aim at junior high schools of Taipei County in 2004 academic year as the study object and adopted an overall general investigation on prefect of studies and the teachers in social learning field of each school. Totaling 67 schools of returning rate which occupied 90.54% of sampling school, 58.61% of returning rate in total 541 copies of valid sample questionnaire of “Teacher Version”, the returning rate in which was 58.61%, and 59 copies of questionnaire of “Administrative Personnel Version”, the returning rate in which was 79.73%. Except the mentioned above, we also have held twice focus seminars participated by expert teacher. The data obtained from questionnaire that has further made use of SPSS 10.0 Version of statistics package software to proceed statistical analysis, the conclusions from which are as follows: 1. Approximately 10% teachers on the teaching spot are belonged to the acting teacher of floating system, the number of civil education teacher bearing teacher certificate is apparently low . 2. It exists difference of viewpoint on the implementation status of social field teaching between administrative personnel and teacher for social filed teaching. The viewpoint of administrative personnel is more optimistic and loosening, however, the teacher for social field teaching is more strict on self-discipline. 3. The number of teacher participated in the field credit study has appeared positive growth, however, there is no significant influence on the teaching behavior of the teachers participated in the field credit study, moreover, the participation willing of senior teacher is not so high. 4. Compares to the course standard of 1994 with the new course of 1-9 integrated curriculum, social field is same as the examination course in basic learning ability, its teaching target has no change, the teaching material has not been decreased, but the learning hours is largely decreased, meanwhile, the difference of learning hours among the junior high schools and grades in Taipei County has reached 240 periods, it has caused the teachers in school are difficult to fulfill in teaching, the metabolism of teacher is stopped, the structure of teacher is difficult to change, it has appeared the hardship on teaching. 5. 71.2% of teaching method by teachers that has adopted courses classified teaching. The rate of 1st Grade adopted courses combined teaching is highest (25.8%), the rate of 3rd Grade adopted course classified teaching is highest (70.6%). The decision on lecturing method made by school, more are through resolved by meeting, however, the decision on the lecturing method is subject to the influence on the location of school, scale of school, and the education policy. 6. It is less than 40% of schools to provide specialty classroom to the teacher in the social field, the factors such as equipment, contents of teaching material, lecturing hours will affect to the using frequency on specialty classroom. 7. The rate of school providing electrified equipment has reached 96.3%, exceeding 70% of administrative personnel deem that the quantity of electrified equipment provided that is sufficient to be used by teacher. Approximately 60% deem that teacher can operate independently. However, due to electrified equipment, contents of teaching material, and the lecturing hours that will influence on the using frequency by teacher. 8. The rate of school providing drawing & instrument equipment that has reached 97%, exceeding 50% of administrative personnel deem that the quantity of drawing & instrument equipment provided that is sufficient to be used by teacher. The using frequency on teaching by teacher that is influenced by the relevance between drawing & instrument equipment and contents of teaching material, convenience on borrowing from administration and course well planned by teacher. 9. 47.9% of administrative personnel and 79.8% of teachers deem that the pluralized teaching is still pending to strengthen. 54.2% of administrative personnel have already established responding measures. However, because of the teaching hours and the equipment factor that will influence on the implementation of pluralized teaching. 10. The total average score 3.71 of “Teachers’ Teaching Behavior” in social field in junior high school is fallen behind and between “Consistent” and “Very Consistent”, which means that the teaching professional behavior of teachers is over middle level. 11. The highest of scoring by integrated teachers is “Promoting Effective Communication”, the excellent item shown by teachers in teaching is “ Be able to interact with students by amicable and kind tone while teaching”, the minimum scoring is “Vitalizing Teaching Strategy”, the weakest item shown by teachers in teaching is “Be able to according to the teaching need to utilize each kind of electrified equipment”. Finally, in accordance with the conclusion on study, we do hereby propose the suggestion. Keyword: social field, 1-9 integrated curriculum, field teaching.

本研究旨在了解國民中學社會學習領域教師對領域教學在職進修之需求與成效。為達成研究目的，本研究以自編之「國民中學社會領域教師領域教學在職進修需求與成效問卷」為調查研究工具，以台北縣、市所抽樣學校社會學習領域教師390人作為正式問卷調查對象，回收332份有效問卷（回收率84.9%）。本研究針對所得的資料，以SPSS8.0 for Windows套裝軟體進行次數分配、獨立樣本單因子變異數分析（One-Way ANOVA）、Tukey法事後比較分析、獨立樣本t考驗（Independent-Samples t Test）等統計分析。依據資料分析發現，獲致以下結論： 壹、國民中學教師對領域教學進修之需求： 一、教師進修方式需求 (一) 就「授課方式」而言，教師覺得最有效的方式依次為「講述式」、「討論式」、「教學觀摩」、「個案研討」、「工作坊」。 (二) 就「授課講師」而言，教師覺得最有效的授課講師依序為「實務工作者」、「資深教師」、「大學教授」、「教育行政人員」。 (三) 就「上課成員組成方式」而言，教師覺得最有效的上課成員組成方式依序為「領域核心課程共同上課，專門科目分科上課」、「單科教師單獨上課」、「不同科目教師合科上課」。 二、教師進修科目需求 (一) 領域核心課程部分以「社會學習領域概論」最感需要。 (二) 專門課程部分： 1. 歷史：台灣史、世界史、中國史、世界史概論、史學概論。 2. 地理：臺灣地理、氣候學、世界地理、地學通論、地形學。 3. 公民：經濟學、法學緒論、民法(一)、刑法(一)、社會學。 三、教師進修內容需求 (一) 在「課程設計」方面較需要的項目是教學活動設計、六大議題融入教學課程設計、領域統整課程設計以及領域教學計畫撰寫。 (二) 在「教學方法」方面較需要的項目是教學方法與教學創新、教學模式與教學技巧、資訊融入教學。 (三) 在「教學資源與研究」方面較需要的項目是教學相關軟體應用與資訊概論、教學檔案之建立、社區教學資源發掘與應用。 (四) 在「評量與評鑑」方面較需要的項目是瞭解學生個別差異與診斷學生學習困擾、多元評量實務設計、回饋學習者之技巧。 貳、教師領域教學進修成效 一、在「課程設計」方面較有成效的項目是教學活動設計、領域統整課程設計、領域教學計畫撰寫。 二、在「教學方法」方面較有成效的項目是教學方法與教學創新、教學模式與教學技巧、資訊融入教學。 三、在「教學資源與研究」方面較有成效的項目是教學檔案之建立、社區教學資源發掘、教學相關軟體應用與資訊概論、教師行動研究。 四、在「評量與評鑑」方面較有成效的項目是教學評鑑、課程評鑑、多元評量實務設計。 最後依據研究結論，本研究提出一些建議，作為未來繼續推動領域教學進修之參考。 關鍵字：社會領域、九年一貫課程、領域教學、在職進修、需求、成效 / The purpose of the study is to understand the needs and the effects of the teachers of social learning field in junior high schools for in-service education. In order to achieve this research, the survey employed self-administered questionnaires. Schools chosen for these questionnaires were sampled from Taipei county and Taipei city. Teachers of social learning field in the sampled schools were 390 persons for the questionnaires. The effected returns were 332. According to the returned data, statistics results by One-Way ANOVA and Turkey and Independent-Samples t test were drawn as the following conclusions: I、The needs of the teachers of social learning field: 1. The methods of the needs: (1). For instructional ways, teachers think the efficient ways in sequence are 「speaking」, 「discussing」,「teaching demonstration」, 「case studying」 and 「working shop」. (2). For instructors, teachers think the efficient instructors in sequence are 「experienced workers」, 「senior teachers」, 「university professors」 and「 educational administrators」. (3). For members in class, teachers think the efficient ways in order are the 「core curriculum together but specialized disciplines separately」, 「specialized disciplines separately」, 「all specialized disciplines together」. 2. The needs of the subjects: (1). For field core curriculum, teachers think 「social learning field generality」 is the most required subject. (2). For specialized disciplines： i. history：History of Taiwan，History of the World，History of Chinese，Introduction to History of the World，Introduction to History. ii. geography：Geography of Taiwan，Meteorology ，Geography of the World，Introduction to Geography，Geomorphology. iii. civics：Economics，Introduction to Law，Civil law，Criminal Law，Sociology. 3. The needs of contents: (1). For curriculum projects, the items are teaching activities design, six topics included in teaching curriculum design, field integrated curriculum design and field teaching plan writing. (2). For teaching methods, the items are teaching methods, teaching innovation, teaching models, teaching techniques and information technology used in teaching. (3). For resoures and research , the items are application of teaching related softwares and information technology , building teaching files and findings and applications of community teaching resources. (4). For assessment and evaluation, the items are understanding the differences of students and diagnosing problems of students learning, multi-assessment practical designs and feedback learners techniques. II、 The effects of the teachers of social learning field: 1. For curriculum projects, the items are teaching activities designs, field integrated curriculum designs and field teaching plan writing. 2. For teaching methods, the items are teaching methods, teaching innovation, teaching models, teaching techniques and information technology used in teaching. 3. For teaching resources and research, the items are teaching application softwares and information building teaching files and findings and applications of community teaching resources. 4. For assessment and evaluation, the items are teaching evaluation, curriculum evaluation and multi-assessment practical designs. Based on the conclusions of this research, there are some suggestions which will be the references for the social field learning in the future. Keywords：social learning field，1 - 9 curriculum，field teaching，in-service education，needs，effects.

自2011年「十二年國民基本教育實施計畫」核定之後，課綱的修訂也隨之而來，在這次修訂的十二年國教社會領綱草案中，不但包含總綱所強調的以學習者為主體、素養導向的精神；也有其領域特色，例如將原本的單元式內容編排改為主題式、強調探究與實作的活動設計、以及跨科目的橫向連結等等。對於教科書的編寫與審定而言，教科書的編纂需以課綱之規範為憑依，而課綱亦為教科書實質審查的主要依據，當課綱有所改變時，教科書的編、審不可避免地受其影響。 　　本研究旨在了解普通型高中教科書審定制度實務運作的現況、困境，並以十二年國教新課綱為焦點，分析其對教科書編寫與審定運作的影響，進一步了解既有問題是否因課綱的轉變及相關的配套措施而獲得改善？抑或者是產生新的問題需要處理？而本研究參考Winter, S（1990）政策執行整合模式的變項，轉化為探究十二年國教新課綱對教科書編寫與審定之影響的基本架構，並透過文獻分析、深度訪談來進行資料蒐集。 　　藉由上述方式，本研究發現，過去高中教科書在審查運作上有溝通沒有效率、審查缺乏一致性、以審代編等困境；而新課綱亦對教科書的編審帶來如何正確理解新課綱、如何將課綱精準轉化為教科書、教科書審查的範圍與方式等挑戰。對此，政府在教科書編寫進行前，有舉辦出版社工作坊、發展教材與教學模組等協助措施；在三方座談前，有提高課綱研修委員在審查委員中的比例、建立共同審查基準、舉辦審查委員說明會等規劃；在審定開始前則有三方座談的安排，此外也對高中的教科用書審定辦法進行調整與修訂。而在新課綱的推動下，教科書審定政策中有三項兩難：課綱是教科書編寫的「天花板」還是「門檻」、素養導向在編審中落實的「教育理想」與「現實考量」、教科書審定制度在「鬆綁」與「緊縮」間的拉扯。然而在領綱還沒正式定案、教科書還沒開始進行編、審時，各項配套措施與準備工作都還在研議或進行中，最後會呈現什麼態樣還待後續的觀察。