歷史走入心間：情意教育課程設計對啟聰學校國中生歷史學習影響之行動研究

Abstract

本研究旨在探討情意教育課程設計對啟聰學校國中生歷史學習之影響，採用行動研究的方式，並嘗試跳脫傳統章節名稱，書寫一篇滿懷情意的成長省思歷程。 課程設計分為兩階段，第一階段以社會科文本為基礎，融入情意教育，拉近學生與歷史的距離；第二階段則以歷史人物為楷模，讓學生發現自身性格與歷史人物的異同，發揮優點、省視不足，希冀能對其價值觀與人生觀的建立有所助益。本研究發現，適合設計為情意教育課程的素材有三項：一、從古沿用至今的發明、制度、觀念等，貼近生活經驗，學生更能產生共鳴，並體會現今習以為常的事物中，也有古人的心血結晶。二、可教導學生透過「神入」的方式，試著理解歷史人物做出重大決定當下的時空背景，以及決策背後的用意與苦衷。三、若歷史人物與學生有相似的人格特質，學生會覺得十分親切；歷史人物的處世智慧，亦是楷模學習的良好範例，幫助學生自省與成長。 一學年的研究中，以合作學習、角色扮演、古今對話與楷模學習等方法設計與實施課程，可發現學生不再只是被動聽講，而能主動學習；藉由課堂討論，也能讓學生靜心思考，產生更深刻、具創造力的想法。此外，貼近生活經驗、富有趣味性的課程，使學生樂於學習、減少行為問題。The subject of the research presented in this paper is to explore the effects of affective education curriculum designs on junior high school students in schools for the hearing impaired. In conducting this research, the “action research” method was adopted, foregoing traditional chapter names with a view to conveying a growing reflection process which is full of affection. The curriculum design is divided into two stages. The first stage is based on social science texts, integrating it into the affective education in order to bring students closer to the history. The second stage is taking historical figures as role models for students; in this stage the students can consider the ways in which their personalities are similar or different from the personalities of historical figures. This provides the students a way to maximize their advantages and reflect upon their disadvantages. Through these two stages, I hope to help students build up their values and outlook on life. In this research, I found that there are three materials which are suitable for designing affective education. First, the materials may include the inventions, systems, concepts, and so on, which have been used from ancient time to today. This way is closer to students’ life experiences. Students are more likely to resonate with and enter into the experience of things which we typically use today. These things contain the hard works of the ancients. Second, the materials may include the major decisions made by ancient people. This enables students to try to understand the backgrounds, intentions, and difficulties behind the decisions made through empathy. Third, if historical figures and students have similar personalities, this will cause the students to feel close to them. The wisdom of historical figures provides excellent examples of modeling learning, which could aid students’ self-reflection and growth. Through one academic year of research, by adopting various teaching methods—including cooperative learning, role-play, dialogue between the past and the present, and modelling learning—to design and implement the curriculum, we found that students are not merely listening passively, but also learning actively. By carrying out in-class discussions, students can quietly think and produce deeper, and more creative ideas. In addition, a curriculum which is closer to human life experiences and full of fun could make learning more enjoyable for the students and reduce behavior problems.