做一曲臺灣之歌:以美學觀點創新「歷史神入」教學之行動研究

Make a “Taiwanese Song “: The Action Research of Innovating “Historical Empathy” Teaching from the Aesthetic View

章五奇
Wu-Chi Chang


所屬期刊: 第7卷第1期 「教師培育與專業發展」
主編:國立臺灣師範大學講座教授
楊深坑
系統編號: vol024_08
主題: 師資培育
出版年份: 2011
作者: 章五奇
作者(英文): Wu-Chi Chang
論文名稱: 做一曲臺灣之歌:以美學觀點創新「歷史神入」教學之行動研究
論文名稱(英文): Make a “Taiwanese Song “: The Action Research of Innovating “Historical Empathy” Teaching from the Aesthetic View
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論文頁數: 24
中文關鍵字: 美學觀點的教學;臺灣史教學;歷史神入
英文關鍵字: the aesthetic view;the teaching of Taiwan history; historical empathy
服務單位: 國立台北教育大學課程教學研究所博士候選人
稿件字數: 13906
作者專長: 課程與教學
投稿日期: 2010/5/30
論文下載: pdf檔案icon
摘要(中文): 歷史及世界都是人所創塑,歷史教育應該教導學生具有分析、判斷的歷史思維,鼓勵學生從不同的立場與多元的角度去詮釋歷史,發展無限可能,以便成為歷史發展的先驅者。傳統歷史教學裡,學生是被動的知識接受者,無法從教學裡發展歷史思維,更遑論發展主體、認同本土,及成為知識的創造者。
歷史教學裡的「神入」概念,鼓勵學生根據所掌握到的歷史資料發揮想像力,化身歷史人物,體會當代感受,以進一步理解、分析、判斷歷史的因果,但過去教學使用的「歷史神入」方法有其限制,因此本文以國小五年級為對象,進行一學期的臺灣史教學行動研究,研究目的是以美學觀點的教學幫助學生達到「歷史神入」,研究結果不僅發現美學觀點能提供豐富的「神入」經驗,更有利發展學生認知、主體及創造力,研究中同時也從美學觀點提煉出三種有助「歷史神入」的教學模式作為實務教學的參考。
摘要(英文): History and the world are created by people. History education should teach students how to have historical thinking and interpret history from different positions. So the teacher needs to teach students to become the pioneers of historical development. In traditional historical teaching, students are passive persons who accept knowledge, rather than positive subjects who have the history thinking and the local identity.
The concept of historical empathy teaching encourages students to image the feelings of historical figures according to historical datas. Students realize the contemporary impression by understanding, analyzing, judging the historical causalities. The point is the same with spirit of teaching of the aesthetic view. But the historical empathy teaching had some limits in the past. In this paper, the fifth grade students are the objects for a term of Taiwain history action research. The purpose is to help students achieve historical empathy with the aesthetic view. Not merely find from the result of study that the aesthstic view can offer the abundant experiences for historical empathy teaching, even can expand cognition, develop local identities, and improve the creativities. Finally, offers three types of historical empathy teaching from the aesthetic view.
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