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摘要

本篇出處 東吳歷史學報 10 民92.12 頁307-346
篇名 年齡、知識或觀念--試探兒童對多元歷史記述的反應
作者 林慈淑
中文摘要        本文根據「臺英兒童歷史認知模式的分析:歷史敘述與歷史理解」計劃(Children’s Ideas about Historical Narrative: Understanding Historical Accounts 1999-2001,簡稱CHIN)採樣所得,分析10-14歲兒童對於「一段歷史、兩種敘述」的反應,藉以了解兒童看待多元歷史記述的方式,以及兒童歷史思考的特質。面對不同甚至衝突的兩種敘述時,兒童展現出五種反應模式,但其中卻有高達88%的受訪學生無法接受兩種敘述的並存。研究顯示,主導兒童思考和態度的因素並非年齡和歷史事實知識的多寡,而是他們根深蒂固的觀念:「一個時間內只能有一個正確的故事」。本文最後建議,在歷史教學中,除了教授史實之外,適當地教導兒童某些歷史學科的知識概念,既幫助學生培養面對各種多元記述的得宜態度和必需具備的思考能力,也是歷史教育與現實社會接軌的有效途徑。
英文摘要   This paper discusses children’s ideas about plural historical accounts based on the Project CHIN (Children’s Ideas about Historical Narrative: Understanding Historical Accounts 1991-2001). It aims to explore how children aged 10-14 years think about a bit of history but with two stories of different perspective. Analyzing students’ responses, one finds that their reactions to two stories could be divided into five categories. Among them, up to 88% students have difficulty in accepting the coexistence of two stories with opposing viewpoints, just because they firmly believe in ‘one proper story at a time.’ Significantly, the increases of age and factual knowledge seem to be the indecisive factors in children’s evaluation. It is the belief in one proper story, which dominates children’s making senses of a same bit of history with two narratives. This research has implication that there’s a great necessity to teach disciplinary concepts of history in school for helping children to face conflicting statements.