美國新社會科運動的始末及其對臺灣社會領綱實踐的啟示

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题名:	美國新社會科運動的始末及其對臺灣社會領綱實踐的啟示 A Whole Story of the New Social Studies Movement in the United States and Its Implications for the Practice of the Social Studies Curriculum Guidelines in Taiwan
作者:	單文經
贡献者:	師資培育中心
关键词:	「新社會科運動」《社會領綱》學科知識結構實作發現學習社會議題探究探究與實作社會科課程史課程史
日期:	2019-2020
上传时间:	2019-11-05 14:45:45 (UTC+8)
摘要:	本計畫旨在運用二年的時間，以美國於1950至70年代，中小學社會學習領域的一項課改－－「新社會科運動」為研究對象，敘述其始末，撮要其特色，評析其功過，尋繹其啟示。本計畫擬藉當時的參與者們就所執行的各項「社會科計畫」而完成的研究報告，所撰成之現狀式的報導、各式論文或專書，所研發而成的課程、教材、視聽資料，所辦理的師資培訓，所獲致的各方批評等一手文獻，以及其等於事後所作回憶式的報導，乃至當時與數十年後的社會科歷史學者所撰有關「新社會科運動」的專書、專章、專文或文集等二手文獻，擇其具有代表性者妥為研讀，於分析式的理解與綜合式的批判之同時，進行合理的歷史詮釋與書寫，俾便為中文世界關心社會學習領域課程演進與發展的人士，就著這一段著名的美國中小學社會科課程改革歷史，留下一些可資參考與進一步探討的研究成果。本計畫另一項更為重要的研究要務在於，就此一由美國聯邦政府有關單位、民間基金會投入的大量經費，配合大學學者為主要人力所組成的多個團隊，藉由所執行的各項「社會科計畫」，試圖以社會科教材與教法的研發、推廣與師訓等配套措施為手段，以強調學科知識結構、實作發現學習，及社會議題探究等為重點之「新社會科」的作法，帶動美國中小學社會科課程與教學改革的運動，卻在短短的一、二十年之間即行宣告中止之緣由，乃至該運動所傳承之教訓，詳為解析，細加探索。臺灣於2018年10月甫行訂定發布之《十二年國民基本教育課程綱要國民中小學暨普通型、技術型、綜合型高級中等學校─社會領域》（簡稱為《社會領綱》）使得本計畫的研究正得其時。蓋此一《社會領綱》的特色乃在力圖將過去以「學習內容為導向、以知識傳遞為主軸」的社會科課程與教學，轉換而成兼顧「學習者表現」、以「探究與實作」的活動激發「學習者參與」，並鼓勵其「自主學習」之較為理想的作法。兩者之間，似有顯著的相近性。本計畫主持人相信，以本人過去研究美國社會科課程史的若干成果為基礎，復加半年多來的密集文獻蒐尋與研讀，再加上未來二年的勤勉研究與撰作，本計畫邊執行邊發表之以各式論文呈現的各項研究成果，應能將本計畫自此一歷史研究所汲取的有關教材（含教科書）研發與教法運用等方面的成敗經驗所歸結的各項教訓，提供正依《社會領綱》執行各項工作（包括教材或教科書編寫、課堂教學等）的人士作為參考，共為《社會領綱》付諸實踐的過程中所可能面臨的困難問題，謀求可能採取的因應措施。 This project, by executing in two years, aims at describing a whole story of the “New Social Studies” movement which is a historical event of curriculum reform lasted from 1950s to 1970s in the United States. In addition to the descriptions of its beginning and end, its characteristics, merits and demerits, and revelations are also to be drawn as well. The representative samples of technical reports, progress information, papers, courses, subject matters, audio-visual materials, teacher training programs produced by then directors of Project Social Studies, criticism they accepted, reminiscent essays written by them, as the firsthand literature, and the works including books, chapters, papers and paper collections published by then and recent historians of social studies as the secondhand literature were carefully read to gain analytical understanding and comprehensive critiques, and then to execute reasonable historical interpretation and writing. It is expected that this project director would leave some research works for those who are concerned with the progress and development of social studies in Chinese world.Another even more significant task of this project is to find out for what reasons that such a reform movement of social studies curriculum which had been invested a large amount of money and human resources by the US federal agencies, private foundations, and university scholars attempting to research and develop social studies teaching materials and methods, dissemination and teacher training packages focusing on the structure of disciplinary knowledge, discovery learning and practicing, and social issues inquiry only survived in less than 20 years. It is the right time for this project to come true because “Curriculum Guidelines of Social Studies Area for the 12-Year Basic Education” was just released in October 2018. The “Guidelines” are characterized as trying to transform from “learning content and knowledge transmission guided” curriculum and instruction in the past into activities such as “learner performance” and “inquiry and practice” that encourage learners’ “autonomous learning.” It appears that those two are of resemblance in significant measure. This project director believes that, on the basis of the past research efforts and intensive literature search and study for two year in the future once the proposal is granted, the lessons about the research and development of teaching materials, including textbooks, and the use of teaching methods learned from the history of the “New Social Studies” movement would be instrumental for coping the problems faced in the implementation of the “Social Studies Curriculum Guidelines” in the coming future.
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