The Research of the Teaching for Historical Thinking Ability of the Junior High School Students- Based on the Course of the World Civilization Development in the Ninth Grade.

• Main Authors: Chung-Yi Shou, 邵宗儀
• Other Authors: 許智香
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/25386320774928833987

碩士 === 慈濟大學 === 教育研究所 === 94 === The main purpose of the study tried to build a historical teaching program which was a practical, and emphasized historical thinking capabilities of students in the current curriculum. This study intended to explore cognitive performance and levels of the historical thinking among the ninth grader, and also intended to examine the effects of this teaching program. The pretest-posttest nonequivalent group design was adopted. 33 students was assigned to the experimental group, instructed by historical thinking capabilities program, 33 students as the control group instructed by the traditional lecture method. This study was carried out for 18 weeks. This study was combination of both qualitative and quantitative methods, and the results of this study were listed as following: 1. The experimental group’s posttest score was higher than the control group’s on “historical comprehension”, and the “total scores”, but four out six levels were not significantly higher which were “chronological thinking”, ”historical analysis and interpretation ”, “historical research capabilities”, “historical issues analysis and decision-making”, respectively. 2. It was found that the historical thinking of students were varies and levels. It would effected the emergence of the historical thinking capabilities and it would tell us whether their historical knowledge is enough or not. It was also found that historical knowledge must be transformed in order to promote historical thinking capabilities, while it was lifting up students’ self-abilities and social abilities in the meantime. This teaching method could find and clarify the students’ mythical concept of history . To sum up, for the students, this program of the historical thinking capabilities helped the students promote historical thinking capabilities a little. The result of the research would provide suggestions for teacher instruction and future research according to the conclusions just mentioned.