講述中的歷史思維教學：一些可能與問題

Historical Thinking in Lecturing: Possibilities and Problems

教育改革者希望透過九年一貫課程改革，使教學更多以培養能力為主，然而升學環境始終令改革無法正常發展，尋找有限環境中的最佳可能性或可為一種改革出路。本研究以質化輔以量化的方法，試圖從八位經過推薦的歷史老師身上找到歷史講述的差異。由學生問卷及教學觀察發現，比較能提升思維能力的講述特色有：（一）講述有脈絡使因果合理；（二）以故事劇情與比喻使人感受歷史；（三）以多媒體、史料與細節敘述使歷史視覺化與情境化。對於因果關係與神入歷史的思維產生負面的影響因素有：（一）以小故事犧牲歷史因果重點；（二）簡化人物與事件；（三）補充內容過多造成認知懸缺。本研究討論講述引發的議題，及對如何在講述中促進歷史思維提出建議。

Education reformers seek to prepare students with intellectual abilities through the Grade1-9 Integrated Curriculum Reform. However， the examination-driven system continues to be obstacles to real change. This study utilizes quantitative and qualitative methods to explore how historical thinking may be developed in Taiwan’s examination-driven system through understanding eight exemplary history teachers’ practices. These teachers all use lecturing as their primary instructional method. Student surveys and classroom observations reveal three characteristics of good lectures， and they are (1) lecturing for clear causality， (2) using dramatic story-telling and analogies to make history alive， and (3) contextualizing history through visuals， artifacts and narrative of details. Negative factors that affect historical thinking in lectures are (1) sacrificing concepts for petty story telling， (2) over-simplifying people and events， (3) content overload that produces cognitive gaps. I discuss issues of lecturing and make suggestions to improving historical thinking in lectures at the end.