民國97年5月以後，臺灣國民敎育的九年一貫課程綱要，已增加到7個重大議題，包括性 別、環境、資訊、家政、人權、生涯發展、海洋教育等，這些議題都自編有課程綱要。但部 分如媒體素養、勞工教育等重大議題，則沒有自編課程綱要，而是採取直接融入在社會學習 領域課程綱要。這些重大議題能力指標在社會學習領域的主題軸分布上，明顯具有集中性， 如生涯發展、環境、海洋、家政敎育等重大議題，便與人與空間主題軸關係較為密切。
若進一步分析與社會學習領域地理部分較有關的人與空間主題軸，可發現其所對應的部 分重大議題能力指標，出現許多與自我、鄉土有關的用語。此現象似乎說明著，藉由學生鄉 土的空間情境，來進行鄉土資源的調查，接著再將鄉土資源轉化為重大議題的案例，並轉化 為英國Skilbeck所倡導的情境模式課程設計，似乎是重大議題融入社會學習領域地理教學的 可行形式之一。

The Grade 1-9 Curriculum Guidelines of Taiwan has already risen to 7 Important Issues after May of 2008. Including the Gender Education, Environmental Education，Information Technology Education, Home Economics Education, Human Rights Education, Career Development Education， Marine Education etc.，these Important Issues are all have curriculum guidelines. But some Topics such as Media's Education, Labor Education etc.，have not the curriculum guidelines, and integrate it in the Curriculum Guidelines of Social Studies Learning Areas directly. The distribution of the Important Issues’ academic attainment indicators in the Curriculum Guidelines of Social Studies Learning Areas are centralized obviously. For example, Career Development Education, Environmental Education, Marine Education, Home Economics Education have close relation with the People and Space Topic Axis in the Curriculum Guidelines of Social Studies Learning Areas.
The Important Issues’ academic attainment indicators in the People and Space Topic Axis appear a lot of terms related to self and homeplace. This phenomenon seems to explain that we can investigate teaching resources in the homeplace space, then turn teaching resources into the case of the Great Topic again，and turn into Skilbeck’ s Situational model of course design. This method seems to be effective that the Important Issues integrate the geographical teaching of Social Studies Learning Areas.