從《十二年國民基本教育課程綱要總綱》看高中歷史教學的契機與挑戰

Examining the Opportunities and Challenges of the History Teaching in High Schools in the Scope of the General Program of Curriculum Guidelines of Twelve-Year Compulsory Education

十二年國教即將實施，其所主張的素養導向、跨學科的問題導向、教師須自行設計實作探索式的課程教材、教師需組織共備社群、教師須公開授課議課、教師須有多元評量的能力，這些都將對高中教學現場產生衝擊。尤其是教師須擁有解構課綱自編教材的能力，對高中教師更是最直接的挑戰。十二年國教開放更多教學時數，可以讓教師自行設計教材授課。若要設計培養學生核心素養的歷史課程，教師應該要給與學生適當的文本，提出核心的問題，並安排循序漸進地有利思考判斷的學習活動，讓學生從小組討論的合作上，經由探索與實作中，發現與提出適當的推論，且發表系統性的見解。加上現今有優秀的中學歷史實作教材，可作學習典範，這些都是有利十二年國教推行的契機。加上新歷史課綱，融入歷史意識概念，讓歷史教學能順暢地連結過去、現在與未來，此為此次教改的重要突破。然也可預期教師將面臨須改變以往獨自備課的習慣、教師要有編寫歷史閱讀素養教材的課程設計能力，以及歷史科在跨學科架構下，可能淪為資料庫的窘境等三大新挑戰。

Many new reforms proposed by the Twelve-Year Compulsory Education will have a great impact on real teaching context in senior high schools. Under the structure of Twelve-Year Compulsory Education, more teaching hours are available, which enables teachers to design their own teaching materials. Along with existing practical history teaching materials in secondary schools as models, the features above are the strengths beneficial to the implementation of Twelve-Year Compulsory Education. New history curriculum outline into the concept of historical consciousness, so that history teaching can be smooth to link the past, now and the future, this is an important breakthrough in teaching reform.Still, three main challenges are expected, including that teachers are required to get rid of the habit of working alone, that teachers should be equipped with the ability to design teaching materials with history reading competency, and that history subject might become a database under the structure of interdisciplinary framework.