「思辨」教學過程－以呂世浩〈他叫「秦始皇」嗎？〉為例

近來臺大歷史系助理教授呂世浩在臺大開放式課程所開的「史記」頗受歡迎，其教學強調「思辨」，網上已有許多贊賞和批評的貼文。但思辨教學不是只有向學生發問，並對於習焉不察的現象提出追問而已。因此以呂世浩〈他叫「秦始皇」嗎〉為例，嘗試分析思辨教學應有的過程。首先是發現問題，其次是查證原文，再者是搜尋其他見解並比較不同論點，最後再根據該問題做全盤分析然後得出結論。如此才不致於空疏無根，或牽強附會。

關鍵字

思辨；始皇；褒貶；呂世浩；史記篇名

並列摘要

Recently, Lu Shi-Hao, an assistant professor of history at National Taiwan University, was very popular for his open-ended curriculum, ＂Shiji＂. His teaching emphasizes ＂speculation.＂ There are many appreciating and criticizing comments on the Internet already. But speculative teaching is not just asking students questions, or giving further questions that is too easy to be discovered. Therefore, taking Lu Shi-Hau's Is he called ＂Qin Shihuang＂? for example, this paper tried to analyze the necessary process of speculative teaching. Raising questions is the most important of all. Next, verify the original text. Moreover, search for other insights and compare different arguments. Finally, do a comprehensive analysis based on the specific questions and then draw conclusions. This will avoid producing statements without any proof or far-fetched outcome.