歷史教學的理念與實際

The Ideas and Practice of History Pedagogy

楊明哲(Ming-Che Yang)

《通識教育季刊》 8卷3期 (2001/09) Pp. 1-17

https://doi.org/10.6745/JGE.200109_8(3).0001

摘要

本文首先從一、歷史教學與人文心靈的豐富，二、歷史教學與心智成長的提升，三、歷史教學與通識思維的養成三方面，說明歷史教學的理念。
其次，依據學生特性、課程實用性、教師專業性與教學紀律的建立等角度，考量教學設計。
接著，依據實際教學的經驗，分從一、小老師的產生與值日生的工作，二、小組的分組與運作，三、評量方式，四、教科書的口頭摘要報告，五、期末分組口頭報告等幾點，說明課堂運作之情形。
最後，簡短說明教學成效並檢討遭遇之困難。

關鍵字

歷史教學 ； 歷史意識 ； 歷史感 ； 通識教育 ； 通識思維

並列摘要

This article begins with an explanation of the ideas of history education as they relate to three areas: the cultivation of intelligence in the humanities, the growth of mental maturity and the stimulation of insightful thinking. Lesson plans are designed on the basis of student characteristics, curriculum practicability, teacher's specialization and the establishment of classroom discipline. Then the actual teaching practice of my history classroom is summarized. Finally, the effect of this teaching procedure is assessed according to student feedback, after which the difficulties encountered in delivering effective history education are summarized briefly.

並列關鍵字

history education ； historical consciousness ； historical sensibility ； general education ； insightful thinking