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題名：講述中的歷史思維教學：一些可能與問題
書刊名：師大學報. 教育類
作者：宋佩芬 引用關係
作者(外文)：Sung, Pei-fen
出版日期：2008
卷期：53:1
頁次：頁175-197
主題關鍵詞：社會領域；教育改革；講述教學；歷史思維；Social studies；Educational reform；Historical thinking；Lecturing
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(3) 博士論文(0) 專書(1) 專書論文(1)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:19
  • 點閱點閱:37
教育改革者希望透過九年一貫課程改革，使教學更多以培養能力為主，然而升學環境始終令改革無法正常發展，尋找有限環境中的最佳可能性或可為一種改革出路。本研究以質化輔以量化的方法，試圖從八位經過推薦的歷史老師身上找到歷史講述的差異。由學生問卷及教學觀察發現，比較能提升思維能力的講述特色有：（一）講述有脈絡使因果合理；（二）以故事劇情與比喻使人感受歷史；（三）以多媒體、史料與細節敘述使歷史視覺化與情境化。對於因果關係與神入歷史的思維產生負面的影響因素有：（一）以小故事犧牲歷史因果重點；（二）簡化人物與事件；（三）補充內容過多造成認知懸缺。本研究討論講述引發的議題，及對如何在講述中促進歷史思維提出建議。
Education reformers seek to prepare students with intellectual abilities through the Grade1-9 Integrated Curriculum Reform. However, the examination-driven system continues to be obstacles to real change. This study utilizes quantitative and qualitative methods to explore how historical thinking may be developed in Taiwan’s examination-driven system through understanding eight exemplary history teachers’ practices. These teachers all use lecturing as their primary instructional method. Student surveys and classroom observations reveal three characteristics of good lectures, and they are (1) lecturing for clear causality, (2) using dramatic story-telling and analogies to make history alive, and (3) contextualizing history through visuals, artifacts and narrative of details. Negative factors that affect historical thinking in lectures are (1) sacrificing concepts for petty story telling, (2) over-simplifying people and events, (3) content overload that produces cognitive gaps. I discuss issues of lecturing and make suggestions to improving historical thinking in lectures at the end.
期刊論文
1.宋佩芬(20071000)。漸進改革？--從國中社會學習領域觀察改革的跡象。教育研究學報，41(2)，1-17。new window  延伸查詢new window
2.周孟玲(19960300)。理性的理解歷史與歷史教學。清華歷史教學，6，37-51。  延伸查詢new window
3.吳翎君(20021200)。學童歷史思維的教學方法初探。花蓮師院學報，15，83-109。new window  延伸查詢new window
4.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
5.吳翎君(2003)。「神入」歷史與觀點陳述－引導學童歷史思維的教學方法初探。花蓮師院學報，17，133-152。new window  延伸查詢new window
6.余英時(1998)。戊戌政變今讀。二十一世紀（香港），45，4-14。new window  延伸查詢new window
7.Lindquist, T.(1995)。Why and How I Use Historical Fiction。Instructor，105(3)，46-50/ 52/ 80。  new window
8.彭明輝(2004)。以歷史教材為主軸的社會領域教學。菁莪季刊，16(2)，24-36。  延伸查詢new window
9.Paul, R.、Elder, L.(2002)。Critical Thinking: Teaching Students How to Study and Learn (Part I)。Journal of Developmental Education，26(1)，36-36。  new window
10.Gülpinar, M. A.、Yeğen, B. Ç.(2005)。Interactive Lecturing for Meaningful Learning in Large Groups。Medical Teacher，27(7)，590-590。  new window
11.Ernst, H.、Colthorpe, K.(2007)。The Efficacy of Interactive Lecturing for Students with Diverse Science Backgrounds。Advances in Physiology Education，31(1)，41-41。  new window
12.McLaughlin, K.、Mandin, H.(2001)。A Schematic Approach to Diagnosing and Resolving Lecturalgia。Medical Education，35(12)，1135-1135。  new window
13.Greenop, K.(2007)。Students' Perceptions of Efficacy and Preference for Two Lecture Formats。South African Journal of Psychology，37(2)，361-361。  new window
14.Birkel, L. F.(1973)。The Lecture Method: Villain or Victim。Peabody Journal of Education，50(4)，298-301。  new window
15.Kelly, T. E.(1989)。Leading Class Discussions of Controversial Issues。Social Education，53(6)，368-370。  new window
16.Nawrot, K.(1996)。Making Connections with Historical Fiction。Clearing House，69(6)，343-345。  new window
會議論文
1.Lin, T.-S.(2006)。How Can There Be Two Stories? an Investigation of Children's Responses to Different Accounts。0。  new window
2.周鳳美(2000)。我國小學社會領域課程的民主化：臺灣史教學與國家認同教育。花蓮縣花蓮市。281-319。  延伸查詢new window
學位論文
1.楊秀芬(1996)。毛澤東思想中的馬克思主義成分與中國思想傳承之研究，0。  延伸查詢new window
2.吳鎮龍(1973)。毛澤東軍事思想之研究，0。  延伸查詢new window
3.李慧珠(1996)。馬列主義在中國（1927-1945）－以毛澤東為中心的研究，0。  延伸查詢new window
圖書
1.李守孔(1965)。國民革命史。臺北：中華民國各界紀念國父百年誕辰籌備委員會。  延伸查詢new window
2.Kobrin, D.(1996)。Beyond the Textbook: Teaching History Using Documents and Primary Sources。Portsmouth, NH：Heinemann。  new window
3.陳冠華(2001)。追尋更有意義的歷史課：英國中學歷史教育改革。龍騰文化。  延伸查詢new window
4.Davis, Ozro Luke Jr.、Yeager, Elizabeth Anne、Foster, Stuart J.(2001)。Historical Empathy and Perspective Taking in the Social Studies。Lanham, Md。  new window
5.Good, T. L.、Brophy, J. E.(2003)。Looking in Classrooms。Boston, MA：Allyn ＆ Bacon。  new window
6.Anderson, John R.(1983)。The Architecture of Cognition。Hillsdale, New Jersey：Lawrence Erlbaum Associates。  new window
7.Brophy, J.、VanSledright, B. A.(1997)。Teaching and learning history in elementary schools。New York, NY：Teachers College Press。  new window
8.Crocker, L.、Algina, J.(1986)。Introduction to Classical and Modern Test Theory。Holt, Rinehart & Winston。  new window
9.許倬雲(2006)。萬古江河：中國歷史文化的轉折與開展。臺北：英文漢聲出版社。  延伸查詢new window
10.Bruner, J. S.(1960)。The process of education。New York, NY：Vintage Books。  new window
11.Goodlad, J. I.(1984)。A Place Called School: Prospects for the Future。New York, NY：McGraw-Hill Book Company。  new window
12.Appleby, Joyce O.、Hunt, Lynn A.、Jacob, Margaret(1994)。Telling the Truth about History。New York：W. W. Norton & Company。  new window
13.Bogdan, Robert C.、Biklen, Sari K.(1992)。Qualitative Research for Education: An Introduction to Theory and Methods。Allyn and Bacon。  new window
14.黃瑞琴(1999)。質的教育研究方法。臺北：心理出版社。  延伸查詢new window
15.Levstik, Linda S.、Barton, Keith C.(2001)。Doing History: Investigating With Children in Elementary and Middle Schools。Lawrence Erlbaum Associates, Inc.。  new window
16.Ausubel, David Paul(1963)。The psychology of meaningful verbal learning: an introduction to school learning。Grune & Stratton, Inc.。  new window
17.Novick, P.(1989)。That Noble Dream。That Noble Dream。New York, NY。  new window
18.Lee, P.、Ashby, R.(2000)。Progression in Historical Understanding among Students Ages 7-14。Knowing, Teaching, and Learning History: National and International Perspectives。London, UK/ New York, NY。  new window
19.Mallon, T.(2001)。In Fact: Essays on Writers and Writing。In Fact: Essays on Writers and Writing。New York, NY。  new window
20.傅樂成(1993)。中國通史。中國通史。臺北。  延伸查詢new window
21.鄺士元(1995)。國史論衡。國史論衡。臺北市。  延伸查詢new window
22.南一(2004)。國民中學社會，第三冊。國民中學社會，第三冊。臺南市。  延伸查詢new window
23.宋佩芬(2004)。社會學習領域中之歷史教學。社會學習領域之教學內涵及其示例。臺北市。  延伸查詢new window
24.王順鎮(1998)。竹林七賢導讀。竹林七賢導讀。臺北。  延伸查詢new window
25.翰林(2006)。國民中學社會，二下。國民中學社會，二下。臺南市。  延伸查詢new window
圖書論文
1.Wilson, S. M.、Shulman, L. S.、Richert, A. E.(1987)。"150 different ways" of knowing: Representation of knowledge in teaching。Exploring teachers' thinking。London：Sussex：Cassell：Holt, Rinehart, and Winston。  new window
2.Grossman, P. L.、Wilson, S. M.、Shulman, L. S.(1989)。Teachers of substance: Subject matter knowledge for teaching。Knowledge base for the beginning teacher。Pergamon Press。  new window
3.Foster, S. J.(2001)。Historical Empathy in Theory and Practice。Historical Empathy and Perspective Taking in the Social Studies。Rowman & Littlefield Publishers。  new window
 
 
 
 
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