培養歷史思維的課程設計與教學實踐-以八年級中國近代史為例

培養學生的歷史思維是歷史教育的重要目的，本研究旨在探討如何發展能培養學生歷史思維的課程設計與教學活動，並分析實施成效。本研究採用質性研究法，研究對象為32位八年級學生。利用圖像教學、講述法等方式，進行四個主題的教學活動。分析課堂觀察紀錄、學習單以及省思札記三種資料後，研究發現如下：一、教師的教學方法：適當的活動設計、教學素材和課堂回饋，是提升學生歷史思維能力的關鍵；但教師對教學節奏的掌握影響學生對課程與閱讀文本的理解。二、學生的歷史理解能力：在課程實施後，能看見學生歷史理解能力的提升。而知識越豐富及學習興趣越高的學生，理解程度越好；反之，閱讀理解及寫作表達能力較差者，難以從學習單的作答判斷歷史理解程度。多數學生不容易在作答時運用個人所知，經常援引文本和課本的敘述。三、學生的歷史解釋能力：大多數學生都能對歷史人物與事件做出評價，但普遍論證能力薄弱，而且經常以既定印象與權威觀點做為論證基礎。根據上述研究發現，提出建議如下：一、足夠的教學節數與更長時間的教學實踐，有利於思維能力的培養二、善用教師社群，集思廣益揀選教學素材與編寫學習單三、教師應適時回饋學生的反應，幫助學生培養思維能力四、採用分組活動等多樣化的教學方式以提高學生參與度及維持專注力

關鍵字

歷史思維；歷史思維能力

並列摘要

Cultivating students' historical thinking is an important purpose of historical education. The main purpose of this study is exploring how to develop curriculum design and teaching activities that can enhance students' historical thinking and analyzed the implementation results. The qualitative method was using in this study, and the subjects were 32 eighth grade students. Researcher carried out four topics by graphic teaching and lecturing. After analyzing the classroom observation records, worksheets, and reflection notes, the conclusions of this study are as follows: I. Pedagogical Methods: Appropriate activity design, teaching materials and feedback in the classroom are the key to improving students' historical thinking ability. But teacher's mastery of teaching rhythm affects students' understanding of curriculum and reading texts. II. The students' historical comprehension ability: After the implementation of the course, we can see the improvement of students' historical comprehension ability. Students with more knowledge and higher interest in learning have better understanding. On the contrary, those who have poor reading comprehension and writing ability are difficult to judge the degree of historical understanding from the answers of their worksheets. When answering questions, most students often cite texts and textbook narratives instead of using personal knowledge. III. The students' historical interpretation ability: Most students can evaluate historical figures and events, but the general argumentation ability is weak, and often based on established impressions and authoritative views. Based on the findings, the recommendations are as follows: I. Sufficient teaching hours and longer teaching practice are conducive to the cultivation of historical thinking ability. II. By forming the teacher community, teachers can brainstorm teaching materials and worksheets. III. Teachers should give students feedback whenever necessary to help students develop their thinking skills. IV. Teachers can use a variety of teaching methods such as group activities to improve student participation and maintain concentration.