| Summary: | 碩士 === 國立花蓮教育大學 === 鄉土文化研究所 === 95 === Teaching in social studies is changed from different three teachers to one teacher and back to three different teachers in these years. Students should know well the essence of the discipline based on designing the curriculum appropriately and teachers are teaching in their specialized subject. Comparison with the reform of history education in the U.K. and in America in recent decades, they try to arouse the ability of thinking by using source in class. The Grade 1-9 Integrated Curriculum policy stressed on cultivating the “carry away ability” of students. If we want to realize that, trying to get in touch, discuss and deal with sources is the way to cultivate our students to infer, analyze and explain in the circumstance that teachers are teaching in their specialized subjects. This study refers to the result of reform of history education in the U.K. and in America, and the history education projects that are experimented in Taiwan in recent years. There are three programs that is designed in this study: Thinking Practice Sheet, Letter Home Writing, and Oral History. By using the three programs in history class in social studies, we want to observe the changes of students and achieve the following goals:
1. to explore the concept of history instruction, and to develop a program that is suit to the circumstance of history instruction in Taiwan by discussing the theory of history instruction in the U.K. and in America.
2. to analyze the progress that how do the students think and make their explanation by using source in teaching.
3. to know the thing ability of the junior high school students in Taiwan by classroom instruction and observation, and try to find an appropriate teaching approach to lead our students to empathize in history.
4. to offer suggestion and reference for the instruction of history.
In order to carry out the goals listed above, I employ qualitative approach to analyze the contents that is collected by Thinking Practice Sheet, Letter Home Writing, and Oral History. To observe the changes of historical thinking and empathy that are happened on students by using sources on history class. The finding and conclusions of this research are as the following:
1. There is “carry away ability” exist in history instruction.
2. The way that should be considered of reform of history curriculum both emphasized on delivering knowledge and thinking.
3. Integrated curriculum between different fields is still difficult to carry out.
4. The self-examination of designing the programs and teaching beliefs.
There are some suggestions about adopting the programs that are provided in this study:
1. Thinking Practice Sheet
a. It must be choose the topic that students have been learned and they are interested in.
b. The answer of the question must be find in the narrative that is provided to students, in order to make the confidence that the sources are useful.
c. Give feedback to student appropriately.
2. Letter Home Writing
a. It should be put into practice after that students are familiar with thinking practice.
b. Choose the topic that students are familiar with.
c. Teachers must guide concretely and discuss with students about some cases in class before writing.
3. Oral History
a. Before interviewing, student should have correct understanding of oral history.
b. Teacher must provide enough cases for students to inspect, discuss with and drill in.
c. The instructions of making the interview records into oral history writing must be concretely.
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