從教學的藝術性談教科書的歷史圖像應用

Discussion on the Application of Historical Illustrations in Textbooks from the Perspective of the Art of Teaching

無論在西方或臺灣皆有研究指出，教育現場多以科學化取向控制教學過程與評量，所以要展現教學的藝術性有其困難，本文即以此問題為反省的出發點，主要採文獻分析的方式，擬以「教學的藝術性」、「圖像教材」兩個主軸進行論述。首先，透過相關資料的爬梳，彙整出三個教學的藝術性，分別是：（1）持有「教學即藝術」的教學信念；（2）善用問題進行理性兼感性的教學；（3）營造具想像力的教學情境；其次，在圖像教材部分，將順應第一部分的討論為脈絡，主張教師應利用實務知識，轉化理論運用於教學現場，故利用現行國小教科書（翰林版）臺灣史的圖像教材，說明圖像應用時的藝術性實踐方式。

Research in both Taiwan and the West indicates that teaching processes and evaluation in most venues of education are controlled scientifically, making it difficult for teachers to develop their own art of teaching. This paper takes this problem as a starting point and employs literature analysis to study the art of teaching and image materials.Three aspects of the art of teaching are considered—(1)Maintaining faith in teaching as art.(2)Employing questions to realize teaching characterized by rationality and sensibility.(3)Creating teaching scenarios conducive to imagination.As to image materials, it is suggested that teachers use practical knowledge and transform it into theories to be employed in teaching venues. Image materials in Taiwan history textbooks (the Han-Lin Version) currently used in elementary schools are utilized to illustrate the art and application of employing images.