高中歷史教師面對爭議議題的教學挑戰與因應策略：以白色恐怖議題為例

Abstract

過往台灣歷史教育研究多著重於教科書分析，少有對歷史教學的研究，然在108課綱的架構下，歷史爭議議題涉及複雜歷史理解、沒有標準答案的的主題，成為歷史教學的重要挑戰，因此了解教師如何教授歷史爭議議題，不僅能補足過往歷史教育研究的不足，也能有助於現場教師教學之需求。國內外相關研究指出，爭議議題教學與價值觀、認同、集體記憶有關，且容易挑起人們的情緒，教師在處理歷史爭議議題時，往往得面對教室外的風險與壓力，如課程時間、教材資源不足、考試不考、擔心學校或家長的反彈等問題。鑑於此，本研究聚焦在108課綱下的爭議議題教學，以白色恐怖單元為例，透過個案研究法，探究個案教師對於歷史教學與歷史爭議議題教學的信念、教學詮釋及教學策略，並了解學生的學習經驗，以及教師如何回應學生的學習經驗。研究發現：1.受到95暫綱歷史教育目標影響，歷史思維成為個案教師教學的核心信念。2.個案教師透過脈絡化文本與資料證據，幫助學生深化歷史爭議議題的理解並看見史家的思考歷程3.個案教師透過脈絡化文本與資料證據，幫助學生對歷史行動者產生同理理解4.因時代與經驗背景的不同，學生對於歷史爭議議題有其「距離感」，但在課程學習後有調整其預設觀點5.課綱、教師教學與學生學習之間的觀點差異，宜透過教師對不同教學取向的歷史理解來連結最後，研究建議師資培育機構可提供不同派典的歷史學習目標與教學取向，幫助教師理解背後的理論基礎與教學運用，並透過實務經驗分享，來幫助老師理解爭議議題教學可運用的媒材與策略。未來研究可再拓展對歷史思維與歷史意識教學取向的了解與發展趨勢；拓展對歷史爭議議題教學探究的範圍與深度；以及了解學生如何從課程經驗中重新詮釋自我與歷史事件之間的關係。

Past research on history education in Taiwan has predominantly focused on textbook analysis, with limited studies on history teaching. However, under the framework of the 108 Curriculum Guidelines, controversial historical topics—which involve complex historical understanding and have no standard answers—have become important challenges in history teaching. Therefore, understanding how teachers teach controversial historical topics can not only address gaps in previous history education research but also assist with the needs of classroom teachers.Related domestic and international research indicates that teaching controversial topics is related to values, identity, and collective memory, and can easily trigger emotional responses. When dealing with controversial historical topics, teachers often face risks and pressures from outside the classroom, such as insufficient class time, inadequate teaching materials and resources, topics not being tested, and concerns about backlash from schools or parents. In light of this, this study focuses on teaching controversial topics under the 108 Curriculum Guidelines, using the White Terror unit as an example. Through case study methodology, it explores the case teacher's beliefs about history teaching and teaching controversial historical topics, teaching interpretations and teaching strategies, and examines students' learning experiences and how the teacher responds to students' learning experiences. Research findings: 1. Influenced by the history education goals of the 95 Provisional Curriculum, historical thinking has become the core belief of the case teacher's instruction. 2. The case teacher helped students deepen their understanding of controversial historical topics and see historians' thinking processes through contextualizing texts and documentary evidence. 3. The case teacher helped students develop empathetic understanding of historical actors through contextualizing texts and documentary evidence. 4. Due to different eras and experiential backgrounds, students have a sense of "distance" toward controversial historical topics, but they adjust their preconceived views after curriculum learning. 5. The differences in perspectives among curriculum guidelines, teacher instruction, and student learning should be connected through teachers' historical understanding of different pedagogical approaches. Finally, the study recommends that teacher education institutions can provide different paradigms of historical learning goals and teaching approaches, helping teachers understand the underlying theoretical foundations and pedagogical applications, and through sharing practical experiences, assist teachers in understanding the materials and strategies that can be used in teaching controversial topics. Future research can further expand understanding of historical thinking and historical consciousness teaching approaches and their development trends; broaden the scope and depth of inquiry into teaching controversial historical topics; and explore how students reinterpret the relationship between themselves and historical events through their curriculum experiences.