社會的快速變遷使得受關注的議題不斷增加，因其具有社會需要、國家關注或跨學科等性質，故學校若實施議題課程將可加強與社會的緊密連結，培養學生批判思考及解決問題的能力。我國中小學的議題課程自實施以來，成效屢受質疑，故現正研修中的《十二年國民基本教育課程綱要》將議題整合融入各領域／科目內實施，使議題與領域科目的理念及內涵緊密結合，不再另設議題課綱。在此脈絡之下，教師如何落實議題融入教學？首先，可透過對《十二年國民基本教育課程綱要》的理解，強化議題課程橫向統整與縱向連貫的能力；其次，教師應發揮課程轉化與教學實施的能力，透過正式課程、非正式課程與潛在課程等全面性的落實議題課程；最後，則須提升課程與教學研發的能力，教師宜依教學需求蒐集或自編議題相關教材，並考量學生身心及認知發展階段，促使學生從自身生涯發展問題主動連結至社會關注問題的探究。

In this period of rapid social changes, social issues which arouse concern also increase, therefore, with the implementation of issue curriculum, the connection of school education and the society can be strongly enhanced, enabling the students to develop critical thinking and problem-solving ability. However, there are still diffi culties for integrating social issues in instruction. Due to this reason, the new Curriculum Guidelines of 12-year Basic Education integrate the major contents of social issues into related fields without setting dedicated independent curriculum guideline solely for that purpose to make the desire change happen. In this context, the teachers’ understanding of the new curriculum guidelines should be strengthened. Second, issue curriculum should be transformed in formal, informal, and hidden curriculum with diversified teaching methods and materials, so that the holistic integration can be achieved. Finally, the curriculum development competence of teachers should be promoted to upgrade the quality of issues-centered curriculum.