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題名：中學生歷史思維能力之探究：歷史觀點取替模式的應用
書刊名：教育科學研究期刊
作者：楊淑晴 引用關係／黃麗蓉
作者(外文)：Yang, Shu-ching／Huang, Li-jung
出版日期：2011
卷期：56:4
頁次：頁129-153
主題關鍵詞：歷史思維能力；歷史神入；歷史教育；歷史觀點取替模式；Historical thinking abilities；Historical empathy；History education；Historical perspective taking
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(3) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:24
  • 點閱點閱:95
摘要： 近來歷史教育的目標，已逐漸從傳統史實傳遞中鬆綁，走向強化學生歷史思維能力之趨勢。其中，「歷史神入」(historical empathy)與「歷史觀點取替」(historical perspective taking, HPT)乃為一適合應用於中學生歷史思維教學的切入點。本研究參照Hartmann與Hasselhorn(2008)提出的歷史觀點取替模式為架構，編擬一份適用於國、高中生之歷史觀點取替測驗工具，以高雄市某八年級、九年級學生，以及某高中二年級學生為施測對象，得有效問卷1,017份。研究結果顯示，因素分析抽取出含括「以現代觀點取替」(present-oriented perspective taking, POP)和「歷史人物的角色」(the role of the historical agent, ROA)的「現代觀點」與「歷史脈絡的理解能力」(students’ ability for historical contextualization, CONT)兩個因素。年級、性別之差異結果發現：男、女生在整體歷史思維能力上並無顯著差異存在；但在「歷史人物的角色」層面中，女學生的分數比男學生高；在「歷史脈絡的理解能力」因子中，九年級學生的得分顯著高於八年級學生，而高二學生的得分亦顯著高於八年級學生。相關分析研究結果則顯示中學生閱讀歷史小說或故事的頻率愈高，愈會將歷史相關事件放在合適的脈絡中去理解、思考。本研究並進一步針對研究結果提出具體建議，供教師、後續研究者作為參考與修訂之方向。
Abstract： History education should emphasize student competencies of historical thinking instead of learning historical facts. Of all the competencies, historical empathy and historical perspective- taking are well adopted points for teaching historical thinking to high school students. This study uses the historical perspective-taking (HPT) model (Hartmann & Hasselhorn, 2008) to develop an HPT measure, to investigate the historical perspective-taking of high school students. In total, 1,017 participants were recruited from the 8th, 9th and 11th grade students within the Kaohsiung County. The factor analysis results show that the two factors of present perspective and student ability for historical contextualization (CONT) with good reliability. The facor of the present perspective includes present-oriented perspective taking (POP) and the role of the historical agent (ROA).The findings revealed no gender differences on the entire HPT measure, but girls scored higher on ROA than boys. For CONT, second-grade senior high school students outperformed the second-grade junior high school students, and the third-grade junior high school outperformed the second grade. Based on the findings, this study proposes suggestions for history teachers and future studies.
期刊論文
1.宋佩芬(2008)。講述中的歷史思維教學:一些可能與問題。師大學報，53(1)，175-197。new window  延伸查詢new window
2.林慈淑(20020300)。歷史教與學的鴻溝--英國兒童歷史認知的探究（1960's-1990's）。東吳歷史學報，8，153-190。new window  延伸查詢new window
3.張元、駱月絹(19960800)。十一歲兒童歷史認知能力初探。清華歷史教學，5，4-30。  延伸查詢new window
4.陳冠華(20030700)。實現歷史教育價值的關鍵--培養歷史科核心能力。歷史月刊，186，117-122。  延伸查詢new window
5.單文經(20050400)。美國中小學歷史課程標準爭議始末（1987-1996）。師大學報. 教育類，50(1)，1-25。new window  延伸查詢new window
6.林慈淑(20031200)。年齡、知識或觀念--試探兒童對多元歷史記述的反應。東吳歷史學報，10，307-346。new window  延伸查詢new window
7.Wu, L.-C.(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。  延伸查詢new window
8.Chou, M.-L.、Dickinson, A.(1993)。理性的理解歷史與歷史教學。清華歷史教學，6，37-55。  延伸查詢new window
9.van Drie, J.、van Boxtel, C.(2008)。Historical reasoning: Towards a framework for analyzing students' reasoning about the past。Educational Psychology Review，20(2)，87-110。  new window
10.Barton, K. C.(1996)。Narrative simplifications in elementary students' historical thinking。Advances in Research on Teaching，6，51-84。  new window
11.Hartmann, U.、Hasselhorn, M.(2008)。Historical perspective taking: A standardized measure for an aspect of students' historical thinking。Learning and Individual Difference，18(2)，264-270。  new window
12.Nawrot, K.(1996)。Making connections with historical fiction。Clearing House，69(6)，343-345。  new window
研究報告
1.Chang, Y.(1998)。高中歷史課後作業的研究。新竹市。  延伸查詢new window
學位論文
1.Liu, C.-C.(2007)。八年級學生歷史批判思考能力測驗之編製與表現現況之探討。國立臺南大學，臺南市。  延伸查詢new window
圖書
1.Schools Council History Project 1972-1976(1976)。A New Look at History。Edinburgh, Scotland：Holmes McDougall。  new window
2.Shemilt, Denis(1980)。History 13-16 evaluation study。Holmes McDougall Ltd.。  new window
3.Ministry of Education(1994)。國民中學歷史課程標準。臺北市。  延伸查詢new window
4.Ministry of Education(2003)。國民中小學九年一貫程綱要社會學習領域。臺北市。  延伸查詢new window
5.Ashby, R.、Lee, P. J.(1987)。Children's concepts of empathy and understanding in history。The history curriculum for teachers。London, UK。  new window
6.Foster, S. J.(2001)。Historical empathy in theory and practice。Historical empathy and perspective taking in the social studies。Oxford, UK。  new window
7.McKeown, M. G.、Beck, I. L.(1994)。Making sense of accounts of history: Why young students don't and how they might。Teaching and learning in history。Hillsdale, NJ。  new window
8.Portal, C.(1987)。Empathy as an objective for history teaching。The history curriculum for teachers。London, UK。  new window
9.Shemilt, D.(1984)。Beauty and the philosopher: Empathy in history and classroom。Learning history。London, UK。  new window
10.Thompson, D.(1984)。Understanding the past: Procedures and content。Learning history。London, UK。  new window
11.Yeager, E. A.、Foster, S. J.(2001)。The role of empathy in the development of historical understanding。Historical empathy and perspective taking in the social studies。Lanham, MD。  new window
12.Lee, P. J.、Ashby, R.(2000)。Progression in historical understanding among students ages 7-14。Knowing, teaching, and learning history: National and international perspectives。New York。  new window
13.Lee, P. J.、Ashby, R.(2001)。Empathy, perspective taking, and rational understanding。Historical empathy and perspective taking in the social studies。Lanham, MD。  new window
14.Dickinson, A.(1998)。Investigating children's ideas about history: Rational understanding。Proceedings of the international conference on methodologies: Historical consciousness and history-textbook research。Hsinchu, Taiwan。  new window
其他
1.Ministry of Education(2006)。普通高級中學課程暫行綱要，http://www.edu.tw/high-school/content.aspx?site_content_sn=8403， 20091129。  new window
2.National Center for History in the Schools(1996)。National standards for history，http://www.sscnet.ucla.edu/nchs/catalog.html， 20080824。  new window
3.Qualifications and Curriculum Authority(2007)。History programme of study for key stage 3 and attainment target，http://curriculum.qcda.gov.uk/uploads/QCA-07-3335-p_History3_tcm8-189.pdf， 20090824。  new window
圖書論文
1.劉靜貞(2001)。10-16歲學生對歷史記述的認知初探：三人組討論方式的嘗試。史學與文獻（第3冊）。臺北。  延伸查詢new window
2.Lee, P. J.(2005)。Putting principles into practice: understanding history。How students learn: History, mathematics, and science in the classroom。Washington, DC：National Academy Press。  new window
 
 
 
 
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