議題中心教學法在美國社會科中的應用

Research output: Contribution to journalArticle

Abstract

議題中心教學法在美國中學社會科中的應用已有近百年歷史,在培養學生公民身份方面起到了重要的作用。美國社會科中的議題中心教學法通常採用三種教學模式:決策制定模式、法理探究模式、議題探究模式。議題中心教學法盡管得到了教師的廣泛認同,但在實施過程中仍存在不少問題:教學信念衝突、教學設計中如何將議題作為內容組織的線索、學生動機差異與知識基礎不足、時間不足等。
There is almost one hundred years of history of the use of issues-centered approach in Social Studies in the United States, which plays an important role on developing citizenship of school students in the US. There are three teaching models of issues-centered approach in Social Studies in the United States as follows: Decision Making Model, Juris prudential Inquiry Model, and Issues Inquiry Model. Although issues centered approach has been widely recognized by the teachers, there are still many problems those teachers encountered during the implementation of issues-centered approach, such as conflict of teacher’s belief, organizing teaching by issues, students’ diverse motivation and deficient knowledge base, limited class time, etc.. Copyright © 2013 東北師範大學.
Original languageChinese
Pages (from-to)11-19
Journal外國教育研究
Volume40
Issue number5
Publication statusPublished - 2013

Citation

徐慧璇(2013):議題中心教學法在美國社會科中的應用,《外國教育研究》,40(5),頁11-19。

Keywords

  • 美國
  • 議題中心教學法
  • 教學模式
  • 社會科
  • The United States
  • Issues-centered approach
  • Teaching models
  • Social studies
  • Alt. title: The application of issues-centered approach in social studies in the United States