德國高中歷史教科書中轉型正義議題之內容分析

Content Analysis of Transitional Justice in German High School History Textbooks

臺灣首次將轉型正義納入《十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校─社會領域》中，顯現此議題重要性，如何將課綱轉化成教科書，闡述並傳達轉型正義的觀點，是日前教育現場面臨之挑戰。國際教科書研究中心（GEI）是由聯合國教育、科學及文化組織（UNESCO）委託創立之第一所國際教科書研究中心，本研究選用2 0 1 9年獲得GEI歷史領域首獎之教科書，採用Eisner的質性評鑑法，以UNESCO發布的指引作為分析規準，分析文本中呈現轉型正義的方法。研究顯示，該教科書透過鷹架式問題設計及媒材補充，提升學習者對轉型正義議題批判思考的能力，培養資訊解構與重構的評鑑技巧，發展出行動改善之策略。希冀透過分析結果，發展出轉型正義議題之於教科書設計向度表，提供臺灣教科書編寫與研發人權及轉型正義議題的參考架構，擴展與延伸對於轉型正義的深度與廣度，重修社會道德，落實民主政治。

This paper explores the design principles of German history textbooks on transitional justice. Textbooks are the primary and most common resources for classroom teaching and curriculum development. Therefore, they must effectively explain and convey views on transitional justice to guide students in deeply contemplating and internalizing these concepts. In this study, we utilized qualitative educational criticism research methods to analyze textbooks through Eisner’s concepts of educational connoisseurship and criticism by following the guidelines of the United Nations Educational, Scientific and Cultural Organization. Specifically, our analysis involved an examining of the methods used to develop materials that assist teachers in addressing transitional justice problems. Our findings indicate that German history textbooks not only recount historical events but also present original documents illustrating various perspectives and opinions. In addition, these textbooks are designed with multiple activities that enhance students’abilities to gather data, engage in critical thinking, and solve problems. Moreover, the designers of these textbooks support learners in evaluating historical events, understanding the contexts of human rights violations, and deepening and broadening their understanding of transitional justice issues.