本研究運用内容分析法，檢視九年一貫社會學習領域課綱裡的147條能 力指標，歸納出30條隱含有「反霸凌」與「和平教育」共同核心概念的能力指標。比對第一至第四階段能力指標後，研究發現反霸凌能力指標的涵括性 不夠、情意能力指標不足、各主題軸涉及之人類環境，其所涵蓋的能力指標 並不足夠。教師可以透過跨主軸式能力指標，例如：「人與空間」、「人與時 間」、「演化與不變」、「意義與價值」、「生產、分配與消費」、「科學、技術與社會」，自行來規劃校園反霸凌課程，最後，鼓勵教師可以開發新的反 霸凌能力指標；或採用同心圓方式，深化先前階段相關反霸凌能力指標的延 展性；以及借用人權與性別平等教育等議題能力指標，來轉化反霸凌課程的教學。

The study attempted to transform the common connotations of the schoolanti-bullying and peace education into the Social Studies, Grade 1-9 Curriculum, and to design the school anti-bullying curriculum to guide students with the concept of peace. The content analysis employed to examine the 147 competence indicators (CIs) in the Social Studies, Grade 1-9 Cumculum. The result illustratedthat 30 CIs contained with the common concept of peace education and school anti-bullying, located in the four stages and in the nine topics axis. The findings shown the current school anti-bullying CIsare not comprehensiveness and the insufficient of affective indicators in school anti-bullying and peace education. The study encouraged teachers to design the school anti-bullying curriculum beyond the original boundaries of the nine topics axis. Three teaching strategies suggested for teachers, including: (1) to develop their own school anti-bullying CIs, (2) to employ the concentric circles method that contained the previous benchmarks into the next stages, in order to deepen the anti-bullying CIs, and (3) to transfer the CIs of human rights and gender equality education into the school anti-bullying cumculum.