大學生對臺灣女性歷史的認知與思維能力研究：以「臺灣女性歷史圖像」課程為例

本研究運用意義學習理論設計課程，採用資料閱讀及討論進行教學，藉以探討大學生對於臺灣女性歷史人物的認知與思維，並了解大學生歷史思維發展的樣態。本研究選定105至106學年度選修「臺灣女性歷史圖像」課程的262名學生為研究對象，以問卷調查法、期中作業、閱讀討論學習單、課堂參與觀察、課後討論與回饋等方式進行資料蒐集，共回收有效樣本224份，利用描述性統計及內容主題歸納進行量化及質性資料分析。本研究發現，在學期之初，學生對於臺灣女性歷史人物的理解不夠深入，歷史思維能力尚未成熟；但經由作業撰寫、選擇具有歷史問題意識的教材，進行以學生為中心的閱讀與討論的教學方式介入後，學生能針對過去的歷史進行反思，拓展對臺灣女性歷史人物的認識，並能提升學習專注度與思維能力。未來將進一步發展歷史思維能力評量工具，針對學生整體學習歷程進行評量，應能更細膩了解學生對歷史思維能力的發展歷程。

關鍵字

歷史教育；歷史思維；通識教育；臺灣女性

並列摘要

This study is based on two major dilemmas faced by the general history teaching situation: (1) Teachers have insufficient realization of the students' prior knowledge, which makes teaching unable to focus and deepen; (2) Students are dissatisfied with the one-way knowledge teaching method and doubted in necessity of history education Therefore, the main questions discussed in this research are as follows: (1) How to realize the cognitive situation and learning interest of students so that the curriculum can be focused? (2) Are there different teaching approaches that can make students feel that history learning is meaningful? To address these two issues, the following strategies are adopted to discuss and resolve: (1) Use the cognitive learning theory of the cognitive to firstly understand the cognitive thinking situation and sources of interest of college students towards ＂Taiwan Women's Historical Images＂, so that the curriculum topics can be focused and students' kinetic energy of active learning can be induced. to enable their meaningful learning; (2) Refer to the teaching methods of RLH and DBL to intervene in teaching, it can take questions and discussions as the focus of curriculum development and breaking the one-way teaching method to guide students thinking in context, train their historical thinking ability, and deepen their learning. The aim of this study is to use the cognitive learning theory see to explore students' cognition of ＂Taiwan Women's Historical Images＂ . It also uses data reading and discussion to intervene in teaching to understand the development of students' historical thinking. During the period, 262 students who took the ＂Taiwan Women's Historical Images＂ course in the 105-106 academic year were chosen as the subjects of the study, collected data by means of questionnaire, mid-term assignment, reading discussion sheet, classroom participation observation, after-school discussion and feedback, and collected a total of 224 valid samples, using descriptive statistics and case study for quality analysis. The study found that in the beginning of this course, students do not have a deep understanding of the topic content of Taiwan women's historical images, and their historical thinking ability has not matured. But if they were asked for writing homework through teaching materials with a sense of historical problems awareness are chosen in this course then use student-centered reading, questioning, and discussion methods, combined with teacher-focused course narration, students could reflect on pre-secondary history education and expand their understanding of Taiwan Women's Historical Images then begin how to learn to retrospectively explore the nature of reading materials and compare different cultures or cross-age issues, etc. But in the context of thinking, there is still great space for improvement. The reason is that students' knowledge about the historical background is Insufficient and unable to conduct comprehensive thinking. Teachers can use multiple materials to assist students to construct relevant history. Meanwhile, students could maintain a high degree of concentration in learning and their historical thinking ability can also be improved. If it could target the overall learning process of students, the use of rubric the design of historical thinking ability of the evaluation scale, should be able to more delicate grasp of the development of students' abilities, for the further development of this course. The RLH reading teaching strategy is designed for senior high school students. At present, studies using this set of teaching methods are also mainly used by high school teachers in Taiwan. However, high school history education is deeply affected by entrance examinations, class hours and progress. Relatively, teachers teachinggeneral history course in university have a high degree of autonomy in the content and progress of the course, and can be flexibly adjusted according to the students' class situation. The set of teaching methods allows students to be exposed to a variety of rich texts and different styles, As well as multiple viewpoints and discourses, it is helpful to improve the reading literacy of students. Its educational application value can be used as a reference for university general history courses. Based on the integrated analysis of this research, the following suggestions are provided as reference for teachers who use this teaching method: 1. Curriculum design can adopt RLH, DBL and other teaching methods, which can make the curriculum richer and diversified, and use different approaches to allow students to cultivate the ability of historical thinking. 2. Teachers should play a role in guiding students to think and discuss together in the course, but they still have to control the pace of classroom learning, ask questions in a timely manner, focus on problems, and be able to integrate various information and questions in the course to deepen learning . 3. Teachers should collect and compile all kinds of teaching materials for problem-conscious and establish a rich teaching resource library for flexible use in class. 4. About the question design of the learning sheet, closed questions can focus on the topic and allow students to have meaningful learning while open questions can understand students' feelings and confusions, and can be Interlaced design to guide students to think at multiple levels. It can also be found from the above suggestions that the role of teachers in this teaching method is very different from that of traditional teaching methods, and the burden is quite heavy. This should be an important factor that affects teachers' willingness to change teaching methods. If teachers' community approach, through discussion, resource sharing, and co-preparation of courses, it may be able to help university teachers face difficulties in applying this teaching method for improving the teaching quality of general education. In the future, this course will further develop assessment tools to evaluate the overall learning process of students 'historical thinking ability. It should have a more detailed understanding of the development process of students' historical thinking ability, and also more specifically explain the necessity of general history education.

並列關鍵字

history education ； historical thinking ； liberal education ； Taiwan women

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大學生對臺灣女性歷史的認知與思維能力研究：以「臺灣女性歷史圖像」課程為例

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