歷史教師應具備的教學專業素養

The Pedagogical Disposition that a History Teacher Should be Cultivated

大家都會同意，每位教師皆應以教育家為理想，而非以教書匠為已足；歷史教師也應如此。一位以教育家為理想的歷史教師，應以歷史教育家自我期許，且以提升學生的歷史素養為志業。這樣的歷史教師應不斷汲取歷史學科知識、淬鍊歷史思維與研究能力，並且多方學習、反思與行動，積累其歷史素養。此一素養以潛在知識能量的形式儲存於心靈中，同時形成一股待發的行為傾向，俾便於進入教學情境時，轉化而為確當的歷史教學判斷，以及明智的歷史教學行動。質言之，一位具有教學專業素養的歷史教師，應有豐富的教學專業知識，以及嫻熟的教學專業行為；前者又分為一般的教學專業知識，以及與歷史學科有關的教學專業知識，而後者則以教學推理與行動能力為內涵。前者代表歷史教師所具有的真知，而後者則代表其所擁有的力行。能由真知而力行，做好歷史教學，方是具有教學專業素養的歷史教師。

I argued, in this paper, that teachers should consider themselves as educators but not technicians, and there is no exception for history teachers. As an educator, history teacher should aim at cultivating students’ historical disposition, absorb history subject content knowledge continuously, perfect skills on both historical thinking and research, and keep on learning, reflecting, and doing history to build up his or her own historical disposition. This disposition is deposited in one’s mind in a capacity form, and as a tendency to be transformed into relevant judegment and action once one enters a situation of historical teaching. The capacity and tendency for historical teaching constitute the pedagogical disposition that a history teacher should be cultivated. The former is the "knowledge" and the latter the "behavior" aspect of the pedagogical disposition. The "knowledge"aspect of the pedagogical disposition for a history teacher was divided into generic pedagogical knowledge and pedagogical knowledge related to history subject matter, while the "behavior" aspect was represented by pedagogical reasoning and action. In conclusion, I pointed out that history teachers should equip themselves with abundant repertoir of pedagogical knowledge and intelligent pedagogical reasoning and action.