鑒於新近施行之中小學社會領綱鼓勵教師以涵育公民素養為指引，透過不同主題或形式的探究與實作活動，提供議題融入的空間。此一作法與1968年至1970年代發生於美國的新新社會科運動之精神相近，本文乃以該運動為對象，據適當的文獻進行歷史研究。於說明其演變，縷述其所帶動的課程與教學革新之緣由、方向與作法，評析成敗及原因等之後，本文指出，此一革新作法確有必要，且可審慎樂觀以待之，惟其成功關鍵在於教師的抉擇。據此，本文呼籲社會領域教師與時俱進，確實履行此一革新任務，俾使學生增進明智面對議題的能力。

In view of the recently implemented Curriculum Guidelines for Social Studies Learning Area in Taiwan, which encourage teachers to infuse issues into their course design, this is similar to the essence of the New New Social Studies Movement in the United States during 1968-1970s. This research, using appropriate literature, aims at analyzing this movement with a purpose of reference for this current teaching reform in Taiwan. In addition to explicating its development, describing related causes, directions and implementation, as well as critically analyzing its successes, failure, and reasons, this paper also suggests social studies teachers to keep up with the times to implement it in order to increase students' competency in dealing with possible issues intelligently.