歷史教學中促進跨文化理解的史料教學──以西拉雅族為例

History Teaching with Historical Sources for Cross-Cultural Understanding: The Case of the Siraya

歷史教學能否超越以知識記憶積累之框架，轉向為多元理解的思考學習，引領學生深刻地認識不同於現時現地的社會文化，從而思索學習理解異於己身的生活方式、生命樣態及文化價值？本文探討史料如何在歷史教學上引領更多豐富的可能性。首先闡述歷史教學之目的，史料教學可以培養學生批判思考及文化理解的能力；其次以17世紀西拉雅族的史料為例，探究如何運用不同時期、不同外來文化視角對西拉雅族之記載史料，透過提問對話讓學生除對該文化有更直接的體會外，能對其時代背景脈絡、與其他族群互動關係等有更多層次的認識與思考，從而增進史料教學實踐上之跨文化理解及反思。

Can the teaching of history lead students to understand the cultural and societal differences of the past? Furthermore, can they think, experience and learn how to examine and experience different lifestyles, traditions and values? In order to facilitate this new approach to learning, there needs to be a shift of teaching style from simply allowing students to read through narratives with limited points of view to guiding students to actively engage with the historical materials. This will help students to link the history they have learned, and allowed them to have richer imaginations and diverse reflections. This paper is based on the aforementioned reflection as we tried to promote cultural understanding of the Siraya by using historical sources teaching, combing the relevant literature. Taking the 17th century Siraya in Taiwanese History for example, we explore how the use of different time periods and different cultural narratives had profound influence on the Siraya historical records, so that students have basic knowledge of the Plains Aborigines. Moreover, students might benefit from deep thinking and understand the culture, background context, and the interaction of the aborigines with other ethnic groups to enhance cross-cultural understanding and reflection.