本文在一所實施跨年級教學的學校，透過課室觀察和師生訪談，探究國小 社會教師的課程規劃和實施，以及學生的經驗。將研究發現歸納為三點結論： （一）「臺灣史」的跨年級課程規劃和實施受到單元性質、教師信念，以及學生 對臺灣史的學習經驗和興趣之影響。（二）跨年級合班上課有助於提升學生對臺 灣史課程的態度和學習動機。（三）跨年級合班上社會，讓學生自覺學得更好， 惟社會能力仍較少展現。根據上述研究結論，提出三點建議：（一）國小臺灣史 部分進行跨年級課程規劃時，適合採輪替課程形式；（二）國小社會領域進行跨 年級課程規劃時，宜建置多元的課程組織形式；（三）班級人數稀少時，仍需安 排促進社會能力和自主學習能力發展的學習活動。

This study was conducted in an elementary school which adopted multi-grade instruction. The study explored social studies curriculum mapping and implementation for 5th and 6th graders and their experiences through classroom observation and interviews with a social studies teacher and students. The three main findings of the study are as follows: (1) the curriculum mapping and implementation of Taiwan history for a multi-grade class was influenced by the teacher’s belief, the nature of Taiwan history units, and students’ learning experiences and interests; (2) being in a multi-grade class had a positive effect on students’ attitude to and motivation of learning Taiwan history; (3) students felt they learned better in a multigrade class though they infrequently exhibited social skills. Three suggestions are provided: (1) the curriculum mapping of Taiwan history for multi-grade classes should employ curriculum rotation; (2) there is a need for developing multiple forms of curriculum organization for multi-grade classes; (3) in a class with few students, it is still essential to arrange multiple types of grouping to develop students’ social abilities and self-regulated learning abilities.

國小社會領域、跨年級教學、課程規劃、輪替課程、學生經驗

social studies for elementary education, multi-grade instruction,curriculum mapping, curriculum rotation, student experience