學童享史思維的教學方法初探

Children's Historical Thinking: The Strategies in Teaching History

吳翎君(Lin-Chun Wu)

《花蓮師院學報》 15期 (2002/12) Pp. 83-109

摘要

受到早期皮亞傑(Jean Piaget)理論對兒童認知發展的階段論影響，部份學者認為學童對歷史與人文的抽象思維要到中學以後才可能發生。但近年來歐美歷史教學的實驗個案都一再驗證此一說法有待商榷，許多的研究指出即使年幼的孩童也能經由敘事性知識(Narrative knowledge)進入抽象的思維。在英美的歷史教學裡，我們可以看到從幼稚園至12年級(K-12)或1-12年級一套系統式的教學進程，而強調歷史知識與思維的漸進累積，以及依此而設立的學習標準和方法，是近年歷史教育的興革趨勢；其中，又以英國方面更是著重歷史思維的教學和研究。本文參考英國近年歷史教學的成果，設計出三種引導學童歷史思維的教學範式。

關鍵字

歷史教育 ； 歷史教學 ； 歷史思維 ； 歷史意識 ； 社會科教材教法

並列摘要

Under the effect of Jean Piaget’s theory on the four stages of child cognitive psychology, some scholars propose the abstract essence of history knowledge that can be only understood after the learning of middle school. In recent years, more and more cases in the projects of Europe historical teaching critique the Piagetian approach and prove that even the young children can accept the abstract thinking by the way of narrative knowledge. The history teaching in Europe and American schools, practice a linear program for learning history from kindergarten to high school, and make abundant achievement in the method of “historical understanding “& “ historical thinking”, especially in England. Patterning from the English history teaching, this article explores three examples to improve children’s historical thinking.

並列關鍵字

history teaching ； history learning ； historical thinking ； historical consciousness ； social studies teaching and learning