國家教育研究院

　　目前台灣九年一貫課程社會領域「人與時間」與高中新課程綱要均紛紛強調歷史思維能力，期望學生不再是記憶與堆積歷史資訊，而能進一步真正理解歷史知識的建構過程。然而，僅管歷史課程綱要強調歷史思維能力的培養，但對於原來歷史知識內容的份量要求並沒有減輕，歷史課程的設計仍是以「螺旋式」由淺而深重複教授同樣內容。學生在學習同樣的內容後，學生能否掌握歷史變遷與發展脈絡？而他們的歷史學習是否有助於他們認識現在與未來發展的可能性？ 基於以上背景，本研究計畫旨在探究高中學生的歷史認知與學習情形，主要研究重點在檢測學生對過去的認識及其對現在與未來發展之間的理解情形。本計畫樣本為台北與花蓮地區各一所高中的高一普通班及資優班學生，施測學生共計136人。研究方法主要以開放式書面問卷為主，問卷題目是有關歷史長時段的發展，在檢視學生能否利用習得的歷史知識回答有關現今情勢與未來發展的問題。結果顯示超過半數的受測學生能應用歷史知識理解現況，但大部分的學生卻無法運用歷史知識來推論未來發展的可能。很多學生認為未來甚麼都有可能發生，而不能理解過去、現在與未來之間是彼此相連結並互相影響的。但有少數學生卻能展現出成熟認知，明白「過去」「現在」、與「未來」彼此之間並非各自獨立，而是有其延續與變遷發展性的。本研究結果對於學生在歷史變遷與發展概念上有初步認識，並能檢視學生歷史學習成效。

　　In current school history curriculum in Taiwan, historical thinking is highly emphasized. Students are expected to understand how history is constructed instead of merely memorizing and accumulating historical knowledge. However, with the demands of developing students’ historical thinking, the content of history in curriculum is not reduced. After learning the same historical content repeatedly, will students have a better understanding of the change and development in time? Does the historical knowledge students acquire from schools help themselves connect the past, the present and the future? Understanding that this is an important and yet little explored field, this study aims to explore Taiwanese students’ ideas about the past, present and future, with the focus on how the past they have learned is related to their understandings of the present and the future. The research was carried out through a written task to investigate the ideas of a sample of 16-year-old students from two senior high schools in Taiwan. The results showed that more than half of the students could employ their knowledge of the past to make sense of the present. However, the majority of the students were not able to use their historical knowledge to infer future possibilities, including the ones who demonstrated understanding of the connection between the past and the present.