| 摘要: | 中文摘要
本論題之提出與研究寫作動機，發自個人教學歷史多年經驗之反省與時代重估人文教育給我之啟示。歷史為人文學科中主要之一環。我國向來重視歷史教育，認為具有教人立身處世齊家治國之借鏡作用。惟近世紀來受科學技術浪潮衝擊，歷史遜居下位。雖各級學校仍設置歷史一科，僅灌注史事知識應付考試需要，而對於歷史反映真、善、美人文價值上往往視若無覩。馴至經濟飛速發展，道德愈趨墮落，物欲橫流，人性汩沒。今欲挽救時弊，重振人倫道德精神，因敢不揣譾陋，提出此論題，主旨在探索歷史教育所蘊涵之真、善、美理想，而求落實到生活教育中滿足人性知、情、意三方面的需求與適應兒童青少年三階段人格培養的歷程。
本此主旨，分作四個層次進行研究：首先闡明歷史與教育的涵義及歷史教育的重要性；其次建立歷史教育兼具真、善、美內涵之論據；再次分析歷史教育各種不同對象與需要以及歷史教育實施今昔之檢討與存在之問題；最後，就問題尋求解答，依兒童青少年心理發展順序與社會需要為經及國家教育宗旨與課程目標為緯之原則下，提出從國小至高中三階段逐次陶成健全人格以實踐教育理想之步驟與方法。又為使家庭與社會都能相互協助，俾生活教育更能落實而有效，所以更提出學校家庭與社會三層面教育配合的主張。
至若大學歷史教育重在培養史學專才，不在本題討論範圍。惟培養師資之師範院校歷史教育，因忝濫竿師專有年，知其甘苦所在，值茲改制伊始，略抒關於改院後歷史課程設計之管見，作為餘論，藉供拋磚引玉而已。
Abstract
The reflection of my personal experiences in teaching history for many years, as well as the enlightenment I found from the re-evaluation of education in humanity sciences, motivated me to complete this research. History has always been an important department in humanity sciences. Our tradition put much emphasis upon history education, and considered it to be highly instructive regarding individual refinement and the management of all commonwealth. However, with the impact of modern science and technology during the recent century, the influence of history has gradually diminished. Even though history still has its place in the curricula of all level's of schools, the main objective of history education is but to pass examinations, while history's value in reflecting truth, goodness and beauty is totally ignored. The more rapidly advancing the economy, the more corrupted is the moral standard. Lust and greed overwhelm the nature of men. In presenting my thesis, I wish to save the situation and restore the ethical spirit. I will focus on investigating the ideals of truth, goodness and beauty, and realize them in daily life, so that the history education can adapt to the needs of children, and young people, and also promote the growth of their mind in intelligence, emotions, and will.
Accordingly, my investigation is divided into four parts. First, I want to expound the meaning of history and education, and the importance of history education. Secondly, I will furnish evidences that truth, goodness and beauty have their roots in history education. Then, I would like to analyze the various recipients of history education, and their different needs. I will also discuss the past and present practices of history education and their existing problems. Finally, I will suggest solutions for the problems. I would offer steps and methods in realizing the educational ideals in cultivating healthy individuals from the primary school through junior high to senior high school in accordance with the psychological growth from childhood to young adulthood, and also the needs of our society. Of course, the educational principles of our country as well as the curriculum objectives are not to be ignored. In addition, in order that family and society can be mutually supportive, and life education be more practical and effective, I propose that the education in family, school, and society must be coordinative and integral.
Since the history education in college aims in cultivating experts in history, I will not include it in this thesis. However, as for the history education of normal colleges, whose objective is cultivating history teachers, because of my experiences as a teacher in a normal junior college for many years, I would like to attempt some suggestions concerning the curriculum of history education after the colleges’reformation. I sincerely hope this final part can inspire much more valuable opinions. |
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