社會學習領域能力指標雖然被賦予規範課程發展與基本學力測驗命題的功能，卻因爲沒有受到應用的重視，導致目前「一網多本」的情況出現兩大問題：一是各版本內審不一致的「差異」，二是各版本內審與能力指標不一致的「落差」。導正這種混亂，必須回歸能力指標才能正本清源，而採取適當的方式加以解讀是公要的工作，那麼如何解讀才能反應能力指標的屬性以及掌握能力指標的內涵？是值得探討的問題。本文從詮釋學理論探討解讀能力指標的七項主要問題：（一）檢討以Bloom教育目標分類架構分析社會學習領域能力指標的觀念。（二）說明應用詮釋學理論解讀社會學習領域能力指標的理由。（三）探討解讀能力指標應該是「回復原意」還是延展、擴充其涵義？（四）探討能力指標解讀工作如何避免「任意解讀」、取得共識？（五）說明解讀能力指標的對象爲何是「文本」(text)而不是「原始撰寫者」的理由？（六）說明應如何期待能力指標解的結果？（七）如何從詮釋學理論建構能力指標解讀方法？本文採取文獻分析法，以社會學習領域爲研究範圍，首先檢討以Bloom教育目標分類架構分析能力指標所產生的問題，其次說明應用設釋理論解讀能力指標之理由，之後根據設釋學理論討論能力指標解讀工作相關問題，最後據設釋學理論提出能力指標解讀原則、方法、格式與結果。

The competence indicators of the 1-9 Grades Social Studies are designed to direct the development of social studies and the basic learning ability test. But the competence indicators don’t be emphasized enough, leading to the fact that two big problems have appeared in the situations of ' several editions from the same rubric' at present: In every edition, there is not only inconsistence, but also the content of editions are not in accordance with competence indicators completely. Not radically reforming this kind of confusion unless return to the competence indicators and to take proper way to interpret it. Therefore, It is important that how to interpret to respond the attribute and under-stand the content of the competence indicators. This topic adopts Hermeneutics theory to discuss seven subject matters of the interpretation work of the competence indicators of the 1 to 9 Social Studies program: 1. The idea which applies the catalogue structure of Bloom's educational objective to interpret the Social studies competence indicators is fit or not. 2. The reasons why apply Hermeneutics to interpret the Social studies competence indicators. 3. The interpretation of the Social studies competence indicators that should copy its original meaning or extend its probable meaning? 4. How to prevent from arbitrary interpretation in order to make the common understanding? 5. The reasons why the interpreting targets are rather the text of the Social studies competence indicators than the primitive writers. 6. What should the interpretation of the Social studies competence indicators be looking forward? 7. How to build and construct interpretation principle, method, form and result according to the Hermeneutics theory? This topic adopts the analytic approach of documents, regarding the studying field in the Social studies competence indicators. First, examine the idea that applies the catalogue structure of Bloom's educational objective to interpret the Social studies competence indicators, secondly state the reasons why apply Hermeneutics to interpret the Social studies competence indicators, later according Hermeneutics theory to discuss that the relevant problem of the interpretation, finally provide interpretation principle, method, form and result of the Social studies competence indicators.