九年級「神入」歷史教學之實踐研究

本研究基於國中社會領域歷史科學習之需要，以「神入」歷史進行教學。利用「神入」歷史教學是為了改變過去學生只背誦人物、年代、事件等「實質概念」的歷史學習。「神入」歷史指的是使學生藉由想像重現過去，以歷史人物所處時空下，設身處地的理解歷史人物的行為。研究者經探討前人的研究成果後設計教學方案，藉由個案研究的方法省思「神入」歷史運用於國中歷史教學的優劣之處。基於上述，研究者以自身任職學校九年級A班27名學生作為研究對象，利用歷史課進行三個單元的教授，教學期程為一個月。本研究為求評估個案研究成效周延，主要透過訪談紀錄、學習單、教學觀察、省思札記等方式進行資料蒐集，再根據所蒐集的資料進行整理、歸納、分析。據此，本研究所得到的研究成果如下：壹、教師運用神入歷史教學法時，課程規劃可利用歷史人物與重大變革之爭議事件來規畫方案；教材須以符合學生學習需求；教學策略依學生程度而彈性調整；教學情境安排則致力營造學生基於歷史證據而想像的氛圍營造。貳、神入歷史教學可有效引起學生學習興趣；學生對於以圖像神入並探究歷史人物表達正向評價；學生多能以自身經驗解釋歷史人物行為並且表達其想法。參、教學省思方面，教師在教材規劃與進行「神入」歷史教學時須注意教學流程與節奏。教師在實施課程方案時可能面臨各種困難與限制，思考突破困境之歷程，使教師可由行動中轉化為個人的專業成長。

關鍵字

社會領域；神入歷史；歷史教學

並列摘要

The current study intends to illustrate how “historical empathy” can be practiced into history teaching.due to the learning needs of social studies curriculum in junior high school. “Historical empathy” is a learning method that encourage learners to reconstruct the historical past by imagination and understand the thoughts and behaviors of historical figures by putting themselves into the time and space in the past. This method aims to amend and change the way of learning because learners used to merely memorize the “concrete concept”, such as the names of figures, chronological tables and certain events without full understanding. After examining the former research outcomes and designs, the current study is a case study which aims to analyze the merits and drawbacks of “historical emphathy” when being implemented into history teaching. The research objects are 27 ninth graders in Class A who are currently taught by the researcher. The teaching intervene lasts for one month with three units of lessons. For the validity and credibilty of the study, the data was collected mainly through interviewing, working sheets, teaching observation and reflection reports. Through all the analyzing and classification, the research outcomes are as follows. (1) The controversial issue of the historical figures and important revolutions are suggested to be involved into curriculum desgin while using “historical empathy”. The learning materials should fit students learning needs, the teaching strategy should be flexible enough to be properly adjusted according to sutdents’ learning levels. (2)“Historical empathy” can trigger and stimulate students’ learning interests. Positive feedbacks are given to “historical empahty” when using images and pictures to explore historical figures. Most of the students are able to explain the behaviors of historical fuigures through their personal experiences and express their thoughts. (3) As for the teaching reflection, instructors should pay more attention to teachin process and speed while preparing for the materials and making teaching plans for “historical empathy”. Instructors may incounter all kinds of difficulties and constraints while implementing the curriculum. Through the actual actions and the process of thinking how to break through the difficulties, instructors can increase their professional knowledge and skills.