國家教育研究院

　　儘管高中歷史 95 暫綱已宣示「核心能力」在歷史教學中的必要性，但這數年來有關歷史核心能力的內容定義、教材編寫、學生認知與教師教學等議題都少有人關注。本研究嘗試探索高中歷史教育核心能力的教與學相關議題，主要研究目的為探究國內與英國高中歷史教師對歷史思維的理解與實際教學情形。 本研究以國內兩位高中歷史教師為個案研究，研究方法主要為訪談及教室觀察。此外，亦針對英國一位高中歷史教師進行訪談及教室觀察以供比較參考。結果發現國內歷史教師對於透過歷史教學培養歷史思維此目標雖然認同，但在實際教學過程中並未有明確與此相關的教學內容等方法，與英國歷史教學中明確以歷史思維概念為主軸並結合歷史知識內容的方式有很大差距。

　　Although “historical thinking” has become one of the important aims in thehistory curriculum in Taiwan, little research has concerned about the related issues such as definition, textbooks, students' ideas and the practical teaching. This study aims to explore the issue of teaching and learning historical thinking in senior high schools. The main focus is to explore teachers’ understandings of historical thinking and the implications in real history classrooms. This study was conducted by case study with two history teachers in senior high schools. The research method was mainly interviews and classroom observations. One history teacher in England was also interviewed and her classes were observed for comparison. The result of this study showed that although the teachers in Taiwan recognized the importance of developing history thinking in history teaching, their teaching did not show explicitly the related content and focus. Compared with them, the history classes in England showed much stronger emphasis on historical thinking in general.