臺灣高中歷史教科書轉型正義內容書寫及其教育意涵

目前十二年國民基本教育之社會領域課程綱要，在高中必選修階段設計有轉型正義內容相關主題作為歷史教科書編寫的依據。惟各界對於轉型正義納入高中歷史課綱見解不一。本研究選取普通高中各版本歷史教科書中與轉型正義議題有關的內容，以內容分析法分析轉型正義內容在高中必選修歷史教科書的書寫設計及其反映的教育意涵。研究發現轉型正義教材展現了困難歷史中人權的追求與能動者的關鍵角色，提問設計促使學生有機會思辨個人和集體選擇對社會產生的影響，進而透過歷史的向度認識與了解人類的處境與建立個人身分認同。本文提出三點教科書編寫建議：（一）增加史料的多元視角，促進學生對轉型正義議題的討論與對話；（二）結合校外學習資源，豐富學生對轉型正義議題的體驗和理解；（三）均衡史料與論述之比例，增加對臺灣轉型正義議題思辨的教學設計。

關鍵字

轉型正義；高中歷史教科書；內容分析法

並列摘要

According to the social studies curriculum guidelines in Taiwan's 12-year basic education system, themes related to transitional justice must be included in the history textbooks written for senior high school students. However, opinions have differed with respect to the inclusion of transitional justice-related topics in Taiwan's senior high school history curriculum. Through content analysis, this study analyzed the development and pedagogical design of the transitional justice-related content in senior high school history textbooks and their educational implications. The results indicate that textbook units on transitional justice reflect the pursuit of human rights and the agency of actors involved in controversial areas of history. The design and inclusion of inquiry questions in textbooks enable students to think about how individual and collective decisions affect society. Consequently, these questions help students to understand the human condition and develop their identity from a historical perspective. The present study proposed three directions for textbook development: (1) Historical sources should be expanded to reflect diverse perspectives that promote discussions and dialogue regarding transitional justice-related topics among students. (2) Off-campus learning resources should be used to enrich the learning experiences of students and their conceptual understanding of transitional justice. (3) The ratio of historical evidence to narrative should be balanced to allow for the inclusion of more inquiry questions that help students to reflect on topics related to transitional justice in Taiwan.

並列關鍵字

transitional justice ； senior high school history textbooks ； content analysis

參考文獻

江宜樺（2007）。臺灣的轉型正義及其省思。思想，5，64-81。https://doi.org/ 10.29848/SX.200706.0004

Bellino, M. J., Paulson, J., & Worden, E. A. (2017). Working through difficult pasts: Toward thick democracy and transitional justice in education. Comparative Education, 53(3), 313-332. https://doi.org/10.1080/03050068.2017.1337956

Bentrovato, D., & Wassermann, J. (2018). Mediating transitional justice: South Africa’s TRC in history textbooks and the implications for peace. Global, Change, Peace & Security, 30(3), 335-351. https://doi.org/10.1080/14781158.2018.1438386

Bromley, P., & Russell, S. G. (2010). The Holocaust as history and human rights: A cross-national analysis of Holocaust education in social science textbooks, 1970-2008. Prospect, 40, 153-173. https://doi.org/10.1007/s11125-010-9139-5

Christodoulou, E. (2018). Deconstructing resistance towards textbook revisions: The securitisation of history textbooks and the Cyprus conflict. Global, Change, Peace & Security, 30(3), 373-393. https://doi.org/10.1080/14781158.2018.1453492

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