Development and Transformation of Historical Thinking Instruction: Analysis Based on Curriculum Guidelines
From the aspect of curriculum guidelines, history education in Taiwan has developed toward two different ways over the past twenty years. They are the pedagogies respectively focused on the integration and historical subject. By textual analysis, the article tries to discuss the two kinds of developments and the evolutions both at home and abroad through searching the domestic and foreign information related to social studies. The article also analyzes the draft of 12-year compulsory education social studies leading guidelines and how it carries on in both ways of integration and historical subject, and furthermore, replies to Directions Governing for the 12-Year Basic Education Curricula. The study indicates that the draft of 12-year compulsory education social studies leading guidelines integrates the two separate systems and can be put into practice to some extent. However, as far as the reality concerned, teachers of junior high schools and senior high schools can hardly help students cultivate their elementary ability or historical thinking due to the huge amount of knowledge and the tight schedules. Under the new curriculum guidelines, history teachers will be faced with challenges of “enhancing historical knowledge,” “cultivating historical thinking,” “integrating historical thinking into core competencies and implementing competency-oriented instructional design” and need more supporting measures and collaborative lesson planning.
|關鍵詞||十二年國教、社會領域、統整教學、歷史思維、12-Year Basic Education Curricula、social studies、integrated instruction、historical thinking|