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。本計畫第二年除持續藉由質性分析方法整理第一年所蒐集的開放式問卷及訪談資料的研究成果外，亦以個別訪談探究高中生對於台灣史的學習經驗與看法。結果發現學生認為台灣史重複教授三遍的課程設計造成許多內容重複，主要只是增加更多歷史知識的細節，並未能提昇學習深度與興趣。本研究結果除對學生運用歷史知識理解現在與未來的認知情形有所認識外，其中對臺灣史學習的情形與看法亦可作為重新省思歷史課程綱要規劃的參考依據。

　　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 After learning the same historical content repeatedly, will students have a better understanding of the change and development in time?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. In the first year, the pilot study was implemented in two different senior high schools in order to test and refine the research instruments and to acquire a preliminary understanding of students’ ideas about the connection between the past, present and future. In the second year, the data analysis of the previous results was continued and students’ ideas about learning experience of Taiwanese history were also examined. The result suggested that students in this study believed that it was not effective by learning Taiwanese repeatedly. They claimed that it only increased more details of historical knowledge, but failed to expand the depth of historical knowledge and learning interests. This study contributed to our understandings about how students make use of historical knowledge to understand present and future. Furthermore, it also shed some lights about tudents’ historical learning about Taiwanese history, and could be built up for the revision of the future history school curriculum in Taiwan.