高中歷史教科書爭議議題教學的挑戰：教師的課程覺知與教學詮釋

The challenge of teaching high school history textbooks on controversial historical issues: Teacher's curriculum awareness and teaching interpretation

當今學校的歷史課程與教學，越來越需要正視學生的多元差異，及其帶來不同觀點的歷史認知和解釋，以及處理一些源於過去卻持續到現代的爭辯衝突。如何幫助學生認識歷史的性質，並能帶著更具歷史觀點的批判思考力，來積極參與民主社會的發展，讓歷史爭議議題教學成為值得探討的課題。本研究以9個高中歷史教科書爭議議題，採半結構方式深度訪談13位高中歷史教師，探討教師眼中什麼是歷史爭議議題？引起爭議的可能原因是什麼？議題的爭議焦點有哪些？教師的教學態度和立場是什麼？採用什麼教學方法及對成效的評估為何？研究結果顯示：歷史教科書議題的爭議敏感與臺灣的政治氣候、國際處境息息相關；歷史教科書爭議議題具當代史特性、反映歷史之變、潛藏對立的論述思維和價值觀；多數教師的教學態度與立場，盡量迴避政治認同的議題和不表達敏感的立場；爭議議題教學成效受制於考試要求標準答案的限制。整體而言，教師對歷史爭議議題的認知，受到當前社會政治困境、教科書書寫和教師信念的多重因素影響，而教師的歷史爭議議題教學，是專業知識、情境感知和教師身分認同的交互作用。

In today's schools, it is important that history curriculum and instruction are suitable for the heterogeneity of students, for the multiple historical cognition and understanding that students bring into the classes, and the controversies of arguments that stem from the past but continue into the present. How to help students understand the nature of history, and to participate in democratic society with historical critical thinking, which makes the teaching of controversial historical issues worth exploring. Based on interviewing thirteen high school history teachers how to think about nine controversial issues in high school history textbooks, this study explores: What are the historical controversies for teachers’view? What are the possible causes for these controversies? What are the foci of these controversies? What are the teachers’ attitudes and positions? What teaching methods are used and what is the effectiveness of teaching? The results show that the controversies of history textbooks are closely related to Taiwan's political atmosphere and her circumstance in the international situation. The characteristics of controversial historical issues include: covered in the scope of contemporary history; reflected historical changes over time; hidden some opposing perspectives and values. The attitudes and positions of most teachers are attempted to avoid the issues of political identity and sensitive answers, and the effectiveness of the teaching controversial issues is limited by the standard assessments. On the whole, teachers' perceptions of the controversial historical issues are influenced by multiple factors on current socio-political dilemmas, textbook writing and teachers' beliefs. Teachers' teaching of controversial historical issues is the interaction of professional knowledge, situational awareness and teacher identity.