從高中「中國史」課綱修訂爭議反思歷史課綱修訂與展望

An Approach to Bettering the History Curriculum Guideline Revision through Reflection on the Dispute Aroused on Revising the Parts of the History of China

黃春木(Tsun-Mu Hwang)

《清華教育學報》 38卷1期 (2021/06) Pp. 73-105

https://doi.org/10.6869/THJER.202106_38(1).0003

摘要

108歷史課綱將「中國史」融入東亞史編排，引發爭議，然此爭議主要來自於國家認同的糾結而聚焦於歷史事實的取捨，這是多年懸而未決的問題。由於108課綱關注如何促進學生自主學習和學以致用，歷史課綱若要落實這個目標，應擱置上述針對歷史事實取捨的角力，並重新探討為何學習歷史、如何調整課程組織及改善探究與實作的課程設計等議題，致力於促進「歷史思考」的學習。唯有重新思辨歷史教育目的、課程組織及課程設計的合理性以促進歷史思考的學習，並就這些課題展開課程研修前理性的對話與研討，關於「中國史」的課程爭議或許才有可能解決。

關鍵字

108課綱 ； 中國史 ； 歷史思考 ； 歷史教育

並列摘要

Ever since the history of China was included in Eastern Asia History within the launch of Curriculum Guidelines of 12-year Basic Education, controversial comments have been provoked. These controversial comments are nothing new because these facts presented in history education have long been pointed out of political perception. Students being able to apply what is learned and their autonomy in learning are among the core competences of Curriculum Guidelines of 12-Year Basic Education. To have these competences forged in history education, whether students' capacity in history thinking is to be facilitated plays a very essential role. Instead of arguing over which historical facts should be compiled into the curriculum, educators should focus on why history is to be studied, how the organization of the course should be adjusted accordingly and what can be done to refine inquiry and practice lesson planning. The dispute over the history of China can barely be settled until educators re-evaluate the ultimate goals of history education, its course organization, the importance of initiating history thinking, and the appropriate revision process of history curriculum guidelines.

並列關鍵字

Curriculum Guidelines of 12-Year Basic Education ； history of China ； historical thinking ； history education

參考文獻

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