本文所討論的是「知、情、意合一」的歷史教學課題。由於多年來歷史教育最為人所詬病之處即為單純的歷史知識的灌輸，缺乏情、意教育的滋潤與培養。近年來歷史教學改革的呼聲甚高，改革的方向大多從歷史學方法與歷史學習能力的培養著眼，這些教學改進的成果大多成績斐然，也普獲常界喝采。然而，筆者研實際教學的體驗認為：學習能力與學習方法的提昇固然重要，學習興趣與學習動機的激發亦不容忽視如何藉由情意教學資源的有效運用以達到最佳的學習效果，應是最理想的歷史教學境界。「歷史知、情、意教學」就是要激發學生的學習動機，進而發展歷史的學習能力，使歷史教學不致偏廢，讓它同時具備歷史知識、理性思考、啟發意義等學習要項，最終能夠達到歷史教育的理想目標。文中主旨在介紹中華大學實施「知、情、意合一」的歷史教學概況，並兼論筆者對此教學理念的思考與實踐。

　　　　　This paper aims to share some notes taken from our experience teaching a practical history course and promotes the idea of unifying knowledge, sentiment, and meaning as a history teaching philosophy we can actively apply. History education has been criticized as eing nothing but a regurgitation of historical knowledge that does not inspire or enhance stuents' ability to grasp the feeling and meaning of history. This harsh criticism has, eventually, led to advocating improvement in history teaching, and indeed some progress has been made in teaching aspects of methodology and research. However, we have noticed, from our practical teaching experience, that studets' motivation and interest cannot be negleted. An ideal teaching context should emphasize setiment and meaning as well as knowledge in order to achieve the most effective teaching results. The main purpose of unifying knowledge, sentiment, and meaning as well as knowledge in order to achieve the most effective teaching results. The main purpose of unifying knowledge, sentiment, and meaning as into a coherent pedagogical philosophy is to enhance students' learning and to develop in them an unbiased judgment. Therefore, practical history teaching based on such a philosophy should promote the ideal ultimate teaching target, while at the same time preserving a balance among content knowledge, sentiment, and meaning. In this paper we show how our history teaching beliefs have been applied to Chung Hua University history courses.