英文摘要 |
According to the social studies curriculum guidelines in Taiwan’s 12-year basic education system, themes related to transitional justice must be included in the history textbooks written for senior high school students. However, opinions have differed with respect to the inclusion of transitional justice–related topics in Taiwan’s senior high school history curriculum. Through content analysis, this study analyzed the development and pedagogical design of the transitional justice–related content in senior high school history textbooks and their educational implications. The results indicate that textbook units on transitional justice reflect the pursuit of human rights and the agency of actors involved in controversial areas of history. The design and inclusion of inquiry questions in textbooks enable students to think about how individual and collective decisions affect society. Consequently, these questions help students to understand the human condition and develop their identity from a historical perspective. The present study proposed three directions for textbook development: (1) Historical sources should be expanded to reflect diverse perspectives that promote discussions and dialogue regarding transitional justice–related topics among students. (2) Off-campus learning resources should be used to enrich the learning experiences of students and their conceptual understanding of transitional justice. (3) The ratio of historical evidence to narrative should be balanced to allow for the inclusion of more inquiry questions that help students to reflect on topics related to transitional justice in Taiwan. |