本研究旨在透過教學設計、行動省思之文獻探討與評析，發展行動省思之教學設計，並實際應用於師院「社會科教材教法」課程中，以了解教學設計理論模式之實施成效。
為達研究目的，研究先進行相關文獻之探討，包括教學設計之理論依據、教學設計理論、教學設計模式、社會科國小社會科及師資培育等方面。並訪談國小教師、師院學生及學者專家。根據上述所得，研究者擬出蘊含行動省思理念之社會科教材教法之教學設計，並實際應用於教學。
教過一學期之教學，受教之大三學生四十一人皆認為此課程之實施有助於同學對該科之學習，也能認同本科之教學架構、目標、實施與評量方式；學習歷程中作業雖較他科多，但收穫也相對的豐碩。研究的結論如下：
1. 教學設計的義涵在提升教學成效。
2. 教學設計理論的特性為處方性質；教學設計模式則針對特定對象與脈絡。
3. 研擬兩階段之教學設計方案為實踐行動省思之社會科教材教法之依據。
4. 與提供觀摩及試教之國小未能建立更理想之夥伴關係。
5. 應用行動省思之社會科教材教法能帶來較佳之學習歷程與結果。
6. 影響教學成效之因素甚多，有待深入研究。
根據上述結論，研究者對教育行政主管單位、師資培育機構、研究者自我改進三方面提出下列建議：
一、教育主管單位
1. 從鉅觀層級的教學設計重新思考中小學教育學程。
2. 推動行動省思之師資培育方式。
二、師資培育機構
1. 進行學校層級的教學設計以利課程銜接。
2. 加強「教材教法」教師之教學設計知能。
3. 重視教學的日常活動與師生的交互作用。
4. 透過制度與中小學建立夥伴關係。
三、研究者自我改進
1. 作業安排應考慮師生負荷。
2. 後續研究可安排學生指導與應用網路以協助學習者。

The purpose of this dissertation is to design and implement the course of social studies materials and methods in National Taipei Teachers College, and to explore the possibility and limitation of instructional design. Before designing the framework of the course and implementing, author did thorough literature review on the following core concepts: instructional design theory , instructional models, social studies in elementary schools and teacher preparation programs to clarify the meaning of key concepts. Author uses in-depth interview with scholars, elementary school teachers, and students to gather more first hand field information.
The research takes a year and ten month to finish, and the actual application or implementation time is about four months (a semester). After the implementation, the forty-one junior students who took the course feel satisfactory, and agree on the goal , activities and evaluation of the course, which is designed by the researcher. The only complaint is the study load, students think they spent too much time in homework and preparation of student teaching, though the outcome is pretty good. The conclusion of this research is as follow:
1. The essence of instructional design can enhance the effectiveness of teaching.
2. The characteristics of instructional design theory is prescriptive, while the instructional design model is for specific target learner and context.
3. The framework of this research is based on the” reflection in action” of the social studies materials and methods, and is two-stage.
4. Establishing the partnership relationship with elementary school, which offers
student teaching opportunities.
5. Using reflection-directed social studies materials and methods will have better
learning process and outcome
6. Research on teaching effective involves many factors, and it needs further study.
Based on the above conclusion, author makes following suggestions to administrative agencies of education, teacher preparation program and research‘s self-improvement:
1. From the angle of macro-level instructional design, Department of Education should redesign the teacher preparation program.
2. DOE should introduce reflective in action paradigm of teacher preparation program.
3. The teacher preparation agency should Implement the school-based instructional design to facilitate the connection of the curriculum.
4. School boards and leaders should enhance the instructional design capability of teachers.
5. Through reward system, teacher preparation agencies establish the partnership relationship with elementary school.
6. Researcher should redesign the homework and assignments for the students.
7. Researcher can consider web-site possibilities for follow-up study.

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