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。 近年來英美國家的歷史教學，強調歷史知識與思維的漸進累積，以及引導歷史思維的教學方法和策略，正是新興之勢。而「神入」歷史被視為理性理解歷史的一個重要元素，本文援引英美國家對於「神入歷史」的敘事形式和教學方法，提出三種引導學童歷史思維的教學示例。

　　　　　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. Historical understanding and historical thinking have been both considered important in the teaching of history, and emphasizing the strategies of training historical thinking have been the new trend in the American and English countries. In their teaching research, “empathy” is regarded as the indispensable component in the learning of rational understanding history. Transformation from their teaching models and narrative frameworks, this article tries to explore three teaching examples to develop children's historical thinking.