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Competence-based teaching focuses on connecting real-life situations and student experiences and encouraging active participation in learning to thereby facilitate the integration of knowledge, skills, and attitudes, and promote practical application. Designing competence-based textbooks is a crucial aspect of the 12-year national education curriculum reform. This study focused on the core subjects taught in secondary schools and conducted a questionnaire survey to assess the attention level and performance of textbook editors and reviewers with respect to designing competence-based textbooks and identifying items for improvement. The main findings are as follows. 1. All surveyed editors and reviewers emphasized the following dimensions of textbook: knowledge system ＞ learning support ＞ initiative ＞ inquiry ＞ practice. 2. Several indicators within the dimensions of initiative and inquiry were strongly emphasized and competently executed by the reviewers but not by the editors. By contrast, the indicators that

本文旨在分析十二年國教課綱「防災教育」議題課程內涵，並探討日本防災教育政策及課程教材。全文透過文獻探討與質性內容分析，分三部分進行陳述，包含：一、我國防災教育議題課程內涵分析；二、日本防災教育的政策與課綱探討；以及，三、以東京書籍出版的社會教科書為例分析其防災教育教材設計。研究結果重要發現如下：一、我國防災教育內涵偏重風險管理與技能精熟取向；二、日本防災教育政策從中央到地方環環相扣系統緊密，課綱重視學生生活經驗、問題解決能力與責任感培養；三、日本教科書設計重視美觀、防災教材善用圖表強化理解並引導討論活動。本研究結果希冀能提供未來防災教育規劃實施與教材編製者參考。

This study explores the process of social studies textbook design and development by Tokyo Shoseki. A prototype is proposed for this study based on textbook design and development in Taiwan and literature review. Data was collected using semi-structured interviews of authors, editors, and representatives of collaborating companies as well as using document analysis. The research aims are (1) to depict the process of textbook design, i.e., curriculum design, teaching design, text design, layout design, and graph design; (2) to explore the process of textbook development and its influence on textbook design; (3) to construct a model for textbook design and development; and (4) to reflect on textbook design and development in Taiwan and propose suggestions for reference. Based on the research findings, a dynamic model is proposed to explain the textbook design and development for Tokyo Shoseki. Six features of this model are identified comparing the prototype proposed in this study. The reflections on and sugges

This study is aimed at analyzing instructional design embedded in social studies textbooks based on student-centered approach. It mainly employed literature review and interviews with experts, editors, and teachers, to identify six characteristics of the student-centered approach. Using the six characteristics as criteria, content analysis was conducted on three series of social studies textbooks and student workbooks. Positive and non-positive cases of instructional design in textbooks were identified with student-centered approach and reported. The main findings are as follows. 1) The coverage of the six characteristics of student-centered approach in the three series of textbooks was found to be quite low and no significantly difference among them. 2) The six characteristics of student-centered approach found that “meeting student learning levels”, “stimulating student interest in learning” and “connecting with student life experience” appeared more than “constructing learning contexts”, “employing multipl

The 12-year basic education curriculum will be implemented in 2019 academic year. The new curriculum guidelines take the key competencies as the backbone of the coherence and integration of basic education courses, and thereby guide the development of curriculum and teaching in various fi elds. Because textbooks have a great infl uence on classroom teaching, it is highly concerned whether the textbooks can follow the idea of competence-based instruction. In order to explore the editor’s conceptions for textbook design, the researchers interviewed the four editors of life curriculum textbook. Through interviews, it was found that the editor’s conceptions have the following main changes: 1. from the instruction of knowledge to the initiation of active learning; 2. from the presentation of content and results to the design of the learning process; 3. from the concatenation of content to the layout of “beginning with the end in mind”. When textbook editors have a better understanding of competence-based teaching,

The design principles of life curriculum and for writing textbooks are three: (1) based on the idea of “children as active learners”, (2) cultivating the key competencies of the life curriculum, and (3) employing multi-symbolic system during exploring activities and expanding the multi-faceted meaning of objects. Textbooks thus present the characteristics of the teaching orientation of the teacher’s scaffolding of pupils’ learning, and the process of pupils' inquiry learning. These are converged with the current world trend of the textbook designing-learner-centered approach. The national curriculum of 12-year Basic Education is competency-based, and has two main features, which are life-long learning and seeking after students’ learning outcomes. Beside fulfilling “learner-centered approach”, three design principles of textbooks of the competency-based life curriculum are emphasized: (1) designing a summative task for a thematic unit or a subunit, (2) strengthening the learning assessment role of the workshe

日本社會課程主要採探究取向的課程設計。本研究以日本《小學校學習指導要領解說─社會編》（以下簡稱《社會指導要領》）和日本東京書籍《新社會》為研究對象，以變遷與因果單元為事例，運用文本分析法分析社會指導要領反映的知識觀和理念，以及教科書課程設計的特色和關鍵要素。研究發現：首先，日本《社會指導要領》提供教育性的引導，以探究與問題解決作為學習主要途徑，具體闡述各年級各單元之學習目標、課程內容和內容處理方式。其次，教科書採掌握、調查、統整與應用4步驟的策略引導，運用「示例－問題」為學習鷹架之綜合取向專題探究設計。然而，整體內容公民行動任務較少，難以全然回應C3探究弧第四面向「溝通結論及採取知情行動」。最後，本文根據研究發現提出數項建議，以提供我國國小社會領域課程發展之另一種視野和參考。

Textbooks are edited according to the Course of Study (COS), whose new version was announced in 2017 and will be fully implemented in 2020. The Ministry of Education, Culture, Sports, Science and Technology entrusts textbook editing to private publishers, expecting them to edit textbooks with ingenuity according to the COS. This study used elementary school mathematics as an example to demonstrate how the editing of textbooks reflects the revised COS and to consider what types of concerns and essential ideas are necessary during this process

自然科學領域課綱，以「探究與實作」為培養科學素養的方法，呼應十二年基本教育課程總綱之核心理念──「自發、互動、共好」。「探究與實作」對於教材的研發是極大的挑戰與改革；本研究探索此核心理念如何在國小自然科學教科書中呈現，並以「熱傳播」單元作為反思和分析的範例，試編一個教學單元。研究方法採用「設計取向」，在三年之間舉辦了四次密集的營隊來蒐集資料；研究團隊共同設計營隊內容；教學時相互支援和觀察；教學後深入討論和反思。研究者從觀察筆記和會議紀錄中整理出關於教科書的「設計原則」，並試寫一個「教材原型」的單元。論文中簡述有關自然科學教科書中探究教學的設計原則，並提供熱傳播單元的例子。期盼研究建議能促進教科書的改革，並對課程、教材和教學的校準有所裨益