本文旨在探討社會科議題中心課程的歷史演進過程。議題中心課程起源自 1916 年社會科報告書中的民主問題課程。1920、1930 年代，社會重建論者Rugg 亦倡議議題中心課程，並編製一系列議題中心社會科教科書。1960 年代的新社 會科課程改革運動，亦有部份學者戮力為議題中心課程建立理論。新社會科課 程改革運動式微之後，又有批判教育學主張透過議題中心的課程與教學，培育 學生的批判能力。晚近，社會議題中心課程含蓋的議題益趨廣泛，教學策略則 益趨多元。

This paper aims to research on the historical evolution of issue-centered curriculum in social studies. Issue-centered curriculum originated in the “problem of democracy” curriculum of the 1916 Social Studies Report. During 1920’ and 1930’s, the social reconstructionist, Rugg, also promoted the issue-centered curriculum, and published a series of related textbooks. Many follow-up scholars, engaged in the new social studies curricular reform movement in 1960’, committed to build up with theories for this curriculum. A new trend then coming up, the critical pedagogy took the place and promoted to raise up students’ critical ability as schools implemented the reformed issue-centeredness. Until now, however, the issues which social issue-centered curriculum covered become diverse, and the teaching strategies employed also become multiplex.