期刊專區/ Periodical Section

高中歷史教科書爭議議題教學的挑戰：教師的課程覺知與教學詮釋

The Challenge of Teaching High School History Textbooks Concerned with Controversial Historical Issues: Teachers’ Awareness and Interpretation of the Curriculum

所屬期刊：	第16卷第2期 主編：國立政治大學師資培育中心教授 陳幼慧
系統編號：	vol061_03
主題：	課程與教學
出版年份：	2020
作者：	詹美華
作者(英文)：	Mei-Hua Chan
論文名稱：	高中歷史教科書爭議議題教學的挑戰：教師的課程覺知與教學詮釋
論文名稱(英文)：	The Challenge of Teaching High School History Textbooks Concerned with Controversial Historical Issues: Teachers’ Awareness and Interpretation of the Curriculum
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：
論文頁數：	31
中文關鍵字：	爭議歷史議題；高中歷史教科書；歷史教學；歷史教師
英文關鍵字：	controversial historical issue；high school history textbook；history teaching；history teacher
服務單位：
稿件字數：	22153
作者專長：
投稿日期：	2019/4/9
論文下載：
摘要(中文)：	當今學校的歷史課程與教學，越來越需要正視學生的多元差異，及其帶來不同觀點的歷史認知和解釋，以及處理一些源於過去卻持續到現代的爭辯衝突。如何幫助學生認識歷史的性質，並能帶著更具歷史觀點的批判思考力，來積極參與民主社會的發展，讓歷史爭議議題教學成為值得探討的課題。本研究以9個高中歷史教科書爭議議題，採半結構方式深度訪談13位高中歷史教師，探討教師眼中什麼是歷史爭議議題？引起爭議的可能原因是什麼？議題的爭議焦點有哪些？教師的教學態度和立場是什麼？採用什麼教學方法及對成效的評估為何？研究結果顯示：歷史教科書議題的爭議敏感與臺灣的政治氣候、國際處境息息相關；歷史教科書爭議議題具當代史特性、反映歷史之變、潛藏對立的論述思維和價值觀；多數教師的教學態度與立場，盡量迴避政治認同的議題和不表達敏感的立場；爭議議題教學成效受制於考試要求標準答案的限制。整體而言，教師對歷史爭議議題的認知，受到當前社會政治困境、教科書書寫和教師信念的多重因素影響，而教師的歷史爭議議題教學，是專業知識、情境感知和教師身分認同的交互作用。
摘要(英文)：	In todays schools, it is very important that the History curriculum and the teaching of History are suitable for the students, given their heterogeneity when it comes to their level of interest in and understanding of history, and given the fact that historical issues keep emerging into our present-day society in various ways. How can we best help students to understand the nature of history, and to participate in our democratic society while exercising their critical historical thinking, where the latter makes controversial historical issues worth exploring. Based on interviews with thirteen high school history teachers, in which nine controversial issues that can be found in high school history textbooks were discussed, this study explores the following questions: What are the most important historical controversies from the teachers’ point of view? What are the possible causes and the central foci of these controversies? What are the teachers’ attitudes and positions regarding them? What teaching methods may be most effectively employed in this context? In fact, it becomes clear that the controversies that we find in history textbooks are closely related to Taiwans own political atmosphere and her own relationship to the current international situation. In terms of their attitudes and positions, most History teachers may attempt to avoid the issues of “political identity”, especially insofar as this may set within historical context. On the whole, teachers perceptions of controversial historical issues are influenced by multiple factors including current socio-political dilemmas, the need for textbook writing and the general framework of teachers beliefs. Thus the teaching of controversial historical issues involves the interaction of professional knowledge, situational awareness and the teacher’s sense of self-identity.
參考文獻：	王汎森（2008）。歷史教科書與歷史記憶。思想，9，123-139。 王甫昌（1996）。臺灣反對運動的共識動員：一九七九至一九八九年兩次挑戰高峰的比較。臺灣政治學刊，1，129-209。 宋家復譯（2016）。Sam Wineburg et al.著。像史家一般閱讀──在課堂裡教歷史閱讀素養。臺北市：臺大出版中心。 侯坤宏（2011）。研究二二八。新北市：博揚。 許倬雲（1993）。文化與社會崩解的比較。中央研究院歷史語言研究所集刊， 64（1），1-8。 甄曉蘭（2004）。課程理論與實務──解構與重建。臺北市：高等教育。 詹美華、楊國揚（2016）。高中歷史教師對歷史教材爭議主題及教學態度之調查研究。載於甄曉蘭、楊國揚（主編）歷史教育育和平──教材教法的反思與突破（頁83-103）。新北市：國家教育研究院。 詹美華（2017）。臺灣高中歷史教科書爭議議題及教師教學因應之研究（未出版之博士論文）。國立臺灣師範大學教育學系，臺北市。 蕭阿勤（2010）。回歸現實：臺灣一九七○年代的戰後世代與文化政治變遷。臺北市：中央研究院社會學研究所。 蕭阿勤（2012）。重構臺灣：當代民族主義的文化政治。臺北市：聯經。 Baildon, M. & Afandi, S. (2014). A disciplinary approach to teaching historical controversy in Singapore’s schools: The case of the Internal Security Act. In M, Baildon; L. K. Seng; G, Inanc; J. Jaffar (Eds.), Controversial History Education in Asian Contexts (pp.196-217). London, UK: Routledge. Bermudez, A. (2019). The normalization of political violence in history textbooks: Ten narrative keys. Dialogues on historical justice and memory network working paper series, no. 15. Brauch, N., Leone, G., & Sarrica, M. (2019). ‘The debate almost came to a fight…’results of a cross-national explorative study concerning history teachers’ shared beliefs about teaching historical sensitive issues. Pedagogy, Culture & Society, 27(1), 111-132. Britzman, D. P. (2000). If the story cannot end: Deferred action, ambivalence, and difficult knowledge. Between hope and despair: Pedagogy and the remembrance of historical trauma, 27-57. Camicia, S. P. (2008). Deciding what is a controversial issue: A case study of social studies curriculum controversy. Theory and Research in Social Education, 36(4), 298-316. Carretero, M., Berger, S., & Grever, M. (2017). Palgrave handbook of research in historical culture and education. London: Palgrave Macmillan. Claire, H., & Holden, C. (2007). The challenge of teaching controversial issues: principles and practice. In H. Claire and C. Holden (Eds.), The challenge of teaching controversial issues (pp. 1-14). Staffordshire, UK. Cole, E. A. (Ed.). (2007).Teaching the violent past: History education and reconciliation. Lanham, MD: Rowman & Littlefield Publishers. Coldron, J., & Smith, R. (1999). Active location in teachers’ construction of their professional identities. Journal of Curriculum Studies, 31, 711–726. Council of Europe (2015). Living with Controversy: Teaching Controversial Issues through Education for Democratic Citizenship and Human Rights (EDC/HRE) Training Pack for Teachers. Council of Europe (2018). Quality history education in the 21st century: Principles and guidelines. Retrieved from https://rm.coe.int/prems-108118-gbr-2507-quality-history-education-web-21x21/16808eace7 Day, C. (2011). Uncertain professional identities: Managing the emotional contexts of teaching. In C. Day & J. C.-K. Lee (Eds.), New understandings of teacher’s work (pp. 44–64).Dortrecht: Springer. Dearden, R. F. (1981). Controversial issues and the curriculum. Journal of Curriculum Studies, 13(1), 37-44. De Groot, J. (2016). Consuming history: Historians and heritage in contemporary popular culture. London and New York: Routledge. Epstein, T. & Peck, C. L. (2018). Teaching and learning difficult histories in international contexts: A critical sociocultural approach. New York and London: Routledge. Fiehn, J. (2005). Agree to disagree: citizenship and controversial issues. London, UK: Learning and Skills Development Agency. Foster, S. (2011). Dominant traditions in international textbook research and revision. Education Inquiry, 2(1), 5-20. Foster, S. (2014). Teaching controversial issues in the classroom: The exciting potential of disciplinary history. In M. Baildon; L. K. Seng; G, Inanc; J. Jaffar (Eds.), Controversial History Education in Asian Contexts (pp.19-37). New York, NY: Routledge. Fransson, G., & Grannas, J. (2013). Dilemmatic spaces in educational contexts – Towards a conceptual framework for dilemmas in teachers work. Teachers and Teaching, 19, 4–17. Fuchs, E. (2010). Contextualizing school textbook revision. Journal of Educational Media, Memory, and Society, 2(2), 1-12. Goldberg, T., & Savenije, G. M. (2018). Teaching Controversial Historical Issues. In S. Metzger & L. Harris (Eds.), International Handbook of History Teaching and Learning (pp.503–526). New York, NY: Wiley-Blackwell. Goldberg, T., Wagner, W., & Petrovi?, N. (2019). From sensitive historical issues to history teachers’ sensibility: a look across and within countries. Pedagogy, Culture & Society, 27(1), 7-38. Grever, M. (2012). Dilemmas of Common and Plural History. In M. Carretero, M. Asensio, & M. RodriguezMoneo (Eds.), History education and the construction of national identities (pp. 75-91). IAP: Information Age Publishing. Gross, M. H. & Terra, L. (2018). What makes difficult history difficult? Phi Delta Kappan, 99(8), 51-56. Hahn, C. L. (1994). Controversial issues in history instruction. In M. Carretero and J. F. Voss (Eds.), Cognitive and instructional processes in history and the social studies (pp.201-219). New Jersey, NJ: Lawrence Erlbaum Associates. Hess, D (2004). Controversies about controversial issues in democratic education.PS: Political Science and Politics, 37(2), 257-261. Kagan, D. (1992). Implication of research on teacher belief. Educational Psychologist, 27, 65-90. Kelly, T. E. (1986). Discussing controversial issues: Four perspectives on the teachers role. Theory and Research in Social Education, 14(2), 113-138. Kello, K. (2016). Sensitive and controversial issues in the classroom: Teaching history in a divided society. Teachers and Teaching: Theory and Practice, 22(1), 35-53. Kitson, A., & McCully, A. (2005). You hear about if for real in school. Avoiding, containing and risk-taking in the history classroom. Teaching History, 120, 32-37. Lancaster, G. (2018). Book review: Teaching and learning difficult histories in international contexts: A critical sociocultural approach. International Journal on world peace, 35(2), 89-91. Misco, T. (2012). The Importance of context for teaching controversial issues in international settings. International Education, 42 (1), 69–84. Muller, G. (2011). Designing history in East Asian textbooks: Identity politics and transnational aspirations. London and New York: Routledge. Nash, G. B., Crabtree, C. A., & Dunn, R. E. (2000). History on trial: Culture wars and the teaching of the past. Vintage. Nordgren, K. (2016). How to do things with history: Use of history as a link between historical consciousness and historical culture. Theory & Research in Social Education, 44(4), 479-504. Phillips, I. (2008). Teaching history: Developing as a reflective secondary teacher. London: Sage. Pingel, F. (2010). UNESCO guidebook on textbook research and textbook revision. UNESCO. Raudsepp, M., & Zadora, A. (2019). The sensitive scars of the Second World War in teaching European history. Pedagogy, Culture & Society, 27(1), 87-110. Ricoeur, P. (1991). Narrative identity. Philosophy today, 35(1), 73-81. Rusen, J. (2004). How to overcome ethnocentrism: Approaches to a culture of recognition by history in the twenty?first Century. History and Theory, 43(4), 118-129. Stradling, R. (1984). Controversial issues in the classroom. In R, Stradling, M, Noctor and B, Baines (Eds.), Teaching controversial issues (pp.1-12). London, UK: Edward Arnold. Stradling, R. (2001). Teaching 20th-century European history. Strasbourg, France: Council of Europe Publishing. Segall, A. (2006). What’s the purpose of teaching a discipline, anyway? The case of history. In A. Segall; E. E. Heilman, & C. H. Cherryholmes (Eds.), Social studies-the next generation: Researching in the postmodern (pp.125-139). New York, NY: Peter Lang. Seixas, P. (Ed.) (2006). Theorizing historical consciousness. Toronto: University of Toronto Press. Seixas, P. (2009). A modest proposal for change in Canadian history education. Teaching History, 137, 26-31. Seixas, P. (2017). A model of historical thinking. Educational philosophy and theory, 49(6), 593-605. Seixas, P. & Morton, T. (2013). The big six: Historical thinking concepts. Nelson College Indigenous. Shin, G. W., & Sneider, D. C. (2011).History textbooks and the wars in Asia: Divided memories. London and New York: Routledge. Taylor, T., & Macintyre, S. (2017). Cultural wars and history textbooks in democratic societies. In Palgrave Handbook of Research in Historical Culture and Education (pp. 613-635). Palgrave Macmillan, London. The Historical Association (2007). A Report from the Historical Association on the Challenges and Opportunities for Teaching Emotive and Controversial History 3-19. T.E.A.C.H. Report. London, UK. Verloop, N., Van Driel, J., & Meijer, P. (2001). Teacher knowledge and the knowledge base of teaching. International journal of educational research, 35(5), 441-461. Wertsch, J. (2002). Voices of collective remembering. UK: Cambridge University Press. Wineburg, S. S. (2007). Unnatural and essential: The nature of historical thinking. Teaching History, 129, 6-11. Wineburg, S., Martin, D., & Monte-Sano, C. (2013). Reading like a historian: Teaching literacy in middle and high school history classrooms. New York, NY: Teacher College Press. Woolfolk Hoy, A., Davis, H., & Pape, S. J. (2006). Teacher knowledge and beliefs. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp.715-737). Mahwah, NJ: Lawrence Erlbaum. Zembylas, M., & Kambani, F. (2012). The teaching of controversial issues during elementary-level history instruction: Greek-Cypriot teachers’ perceptions and emotions. Theory and Research in Social Education, 40(2), 107-133. Zimmerman, J. & Robertson, E. (2017). The case for contention: Teaching controversial issues in American schools. Chicago and London: The University of Chicago Press. Yogev, E. (2010). A crossroads: History textbooks and curricula in Israel. Journal of peace education, 7(1), 1-14.