「有感」的歷史教學：以羅發號事件的探究式課程設計為例

The Practice of“Emotional”Teaching in History: The Inquiry-based Instruction of The Rover Incident

《十二年國民基本教育課程總綱》不僅標示素養導向教學的理想，也對教師提出以學習者為中心的教學期待。若要落實新課綱的精神，設計「有感」的教學應是新課綱架構下提升教學素養值得努力的方向。歷史教學因多講述過去已發生的事物，而被學生視為無聊，如何設計「有感」的歷史教學，自是實踐新課綱的當務之急。本論文從新課綱精神、歷史研究、歷史知識論與大腦科學等觀點，論述為何要研發「有感」歷史教學的必要性，再以羅發號事件此一歷史教材，研擬「有感」的探究式課程，並從探究式課程活動的規劃，論述歷史教學如何能「有感」，提出相關理論與教學設計理念。本行動研究發現大腦的鏡像神經元系統可視作激發學生「有感」學習的有利起點，然教師應適時引導學生藉由閱讀相關史料文本擴增相關脈絡化知識，採行區分自我與他人之他人導向的移情模式進行深度的歷史同理學習，並搭配適切的提問與相應的史料文本閱讀分析。再引導同學體驗反思「為什麼要學歷史？」與「學習歷史的意義」等重要問題，進而思辨歷史作為「事件」、「經歷」、「神話」的不同意義。

The curriculum guideline of 12-year basic education not only indicates the ideal of competency-based instruction, but also raises teachers' expectations through learner-centered instruction. To implement the spirit of the curriculum guideline of 12-year basic education, designing an emotional teaching should be a worthwhile direction to improve teaching quality. Students are bored with history class because the content in history is more about the past. Therefore, how to arouse students’emotions in history teaching is the top priority to put the curriculum guideline into practice. This paper discusses the necessity to develop an emotional teaching in history from four perspectives: the spirit of the curriculum guideline, historical research, historical epistemology, and neuroscience.
Three steps are required in the paper: (a) Use The Rover Incident as the historical teaching material to design an inquiry-based instruction; (b) discuss how history teaching can arouse students’emotions from the lesson plan; (c) put forward relevant theories and teaching design concepts. The result of the action research revealed that the mirror neuron system of the brain can be considered as a good starting point to stimulate students’emotions in learning. First, teachers should guide students to expand relevant contextualized knowledge by reading related historical materials and texts.
Also, teachers should adopt the other-oriented empathy for in-depth empathic learning in history, with asking correlated questions and analyzing corresponding historical materials. Last, teachers should guide students to experience and reflect on important questions such as“Why study history?”and“The meaning of learning history”, and then speculate on the different meanings of history as“events”,“experiences”and“myths.”