歷史教學備課：國中楷模教師的個案研究

Instructional Planning for History Teaching: Case Studies of Exemplary Junior-high School Teachers

臺灣的歷史教學研究在轉化為日常教學的實踐上缺乏楷模教師的研究，以至於在師資培育的課程中缺乏備課的模範。本研究企圖藉由個案研究的方式，瞭解楷模教師如何實踐歷史思維的教學以及如何備課。本研究採取「專家推薦專家」之滾雪球的方法尋找楷模教師，並選擇對三位國中教師的教學理念、作法與影響因素進行描述與分析。研究發現三位楷模教師各有其特色：A老師更多朝向學科訓練，備課強調核心問題與史料的探究；B老師強調學生接觸史料來印證課文，以及同理當事人的感受；C老師著重學生的思辨與參與，備課更多費心在古今及與生活經驗連結上。然而，他們也有非常多共同性，即都重視：(1)歷史的同情理解能力；(2)根據證據思考的能力；(3)提問核心問題，以及符合邏輯的佈題；(4)採用分組合作學習法來促進學生積極參與；(5)以學習單進行歷史思維的教、學與評量；(6)參與一個以上的專業社群來促進專業成長。本研究提出三個值得整體領域省思的議題，並鼓勵教師思考歷史教育應該是理性證據分析、同情理解，還是公民思辨訓練，透過案例描述與分析的貢獻，作為教師專業發展的參考。

"Taiwan’s history teaching lacks the research of exemplary teachers who transform historical thinking into daily practices, and thus lacks good models for the Teacher Education curriculum. The purpose of this research is to understand how exemplary teachers teach historical thinking and how to prepare lessons through case studies. By employing the snow-bowling method, i.e., asking experts to introduce experts, the researcher described and analyzed three exemplary junior-high school history teachers and explored their beliefs about teaching, methods of teaching and factors that affected their approaches. The results show that the three teachers have their distinctive traits of teaching: Teacher A inclines to conduct disciplinary training , focuses on big ideas and the use of historical documents for inquiry, Teacher B leans toward using evidence to prove the textbook narratives, and help students empathize with historical figures, and Teacher C focuses on students’critical thinking and personal engagement in history; hence, more efforts are made to make the connection between the past and the present. However, these teachers have a lot in common--they 1) care about historical empathy, 2) use evidence for historical thinking, 3) ask key questions and logically arrange them, 4) use cooperative learning methods to engage students, 5) use worksheets as the vehicle for teaching, learning and assessment, and 6) participate in more than one professional community to progress professionally. Through the descriptions and analyses of the cases, the present study raises three issues for the field of history teaching and encourages teachers to ponder if history teaching should be oriented toward rational-evidence, historical empathy, or reflective citizenship training."