提升學生人文關懷與社會參與目標之人權議題導入歷史思維課程設計與實踐

Introducing Human Right Issues in Curriculum Design and Practice of ＂Historical Thinking＂ as Means of Enhancing Students' Humanistic Care and Social Participation

何素花(Ho, Su-Hua)

《通識教育學刊》 28期 (2021/12) Pp. 77-106

https://doi.org/10.6360/TJGE.202112_(28).0003

摘要

歷史學是一門以人為主體的學問，本課程符合教育部強調課程內容中需導入核心素養（core competencies）能力之大學通識課程基本素養能力指標中之公民意識與道德能力、人際互動與實踐利他能力，及對多元文化認知賞析及包容之能力。在此目標架構下進行課程改進方向，除了讓學生獲得歷史知識，也讓學生從議題性的方式去思考與人文的對話，本課程由世界歷史角度為出發點，進而關懷本土。課程設計基於歷史不該只是過去的理解，而是要在認識過去的過程中，更能深度的理解現在的問題。本研究以大專學生共近百位跨科系的學生為教學對象，課程設計以導入人權議題為主，基於人權文化的養成，第一步首先就在教育，本課程即以人權文化養成為目標，期待學生能夠透過關懷此議題，進而關懷社會，並培養具備國際文化的認知能力。議題性的思考與教學，能深度的理解現在的問題，教師也能教學相長，不再只侷限於過去的研究，能在觀照古今之中，了解現今局勢的演變。學生多認為，人權議題的關懷訓練，能增進對議題的認識，並且也體會對此議題的關懷並不會因為課程結束而終止，學生亦認知自己會更關注人權議題的發展。

關鍵字

人文關懷 ； 人權議題 ； 核心能力 ； 歷史思維

並列摘要

History is a human-centered study. The Ministry of Education emphasizes the need to introduce core competencies into the curriculum content-the knowledge, abilities and attitudes a person should possess to adapt in life and face future challenges. This course complies with the civic awareness and moral ability, interpersonal interaction and practical altruistic ability. It also enables students to have the ability to appreciate and tolerate multicultural understanding in the basic literacy ability indicators of the general education curriculum drafted by the school. Under this goal structure, the course improvement direction not only allows students to acquire historical knowledge, but also motivates students to dialogue with the humanities in a topic-based way. Although the curriculum design is centered on history, it does not limit to understanding the past. It constructs a deeper understanding of current issues when learning the past. Focuses on introducing human rights issues, the curriculum design is based on the cultivation of human rights culture. This course aims to cultivate human rights culture. I hope that students will be able to care for the society through caring for this issue and cultivate the cognitive ability of international culture. Issue-oriented thinking and teaching can help students deeply understand current problems, and teachers can learn from each other. After the class, students think that they will pay more attention to the development of human rights issues.

並列關鍵字

humanity concern ； human rights issues ； core competencies ； historical thinking

參考文獻

王俐淳：〈台灣與日本大學社會責任政策之比較〉，《新社會政策》，第 66 期，2020，頁 84-90。

甘懷真：〈作為對話的歷史學〉，《通識在線》，第 33 期，2011，頁 9-10。

花亦芬：〈西德歷史教育如何體現民主國家重建的新思考？─從國族教育到公民教育的轉向〉，《臺大歷史學報》，第 63 期，2019，頁 43-49。

施正峰：〈歷史教育、轉型正義及民族認同〉，《台灣國際研究季刊》，第 10 期 4卷，2017，頁 151-184。

施寬文，〈《資治通鑑》運用筆記小說之敘事特色舉隅〉，《嘉大中文學報》，第 12期，2017