文本、文本閱讀與歷史教學：兼論溫伯格的閱讀理論

Text, Text Reading and History Teaching and Focus on the Literacy Theory of Sam Wineburg

林慈淑(Tzu-Shu Lin)

文本 ； 文本閱讀 ； 歷史教學 ； 溫伯格 ； Text ； Text Reading ； History Teaching ； Sam Wineburg

思與言：人文與社會科學期刊

56卷3期（2018 / 09 / 01）

127 - 187

繁體中文

近年來受到「語言學轉向」思潮的影響，歷史教育同樣也興起一股主張培養學生閱讀文本的風氣。其中，美國史丹佛大學的溫伯格（Sam Wineburg）所提倡的閱讀理論備受矚目。本文擬以探究文本閱讀與歷史教學的關係為主軸，並分別處理三個重點：首先，回溯20世紀以來「語言學轉向」思潮下所蘊藉出的「文本」意義以及詮釋資料的新模式。其次，本文將分析溫伯格歷史教育觀點，呈現他的閱讀思考與當代文本概念的關連性。最後，筆者將探究溫伯格提出的兩個文本閱讀策略：「追查史源」（sourcing）、「脈絡化」（contextualization）在歷史教學上的可行性，並反思文本閱讀在歷史教育上的重要性。

Currently developing students' literacy tends to be an important issue of history teaching. From this viewpoint, influenced partly by the tide of ＂linguistic Turn＂ since 1960s, students need to foster literacy through reading like a historian. One of the well-known researchers is Sam Wineburg, the director of Stanford History Education Group and the author of Reading Like a Historian: Reading like a historian: Teaching Literacy in Middle and High School History Classrooms. For revealing the relationship between literacy or text reading and history teaching, this article deals with three points. Firstly, it explores the new concept of text and the new mode of interpretation by the context of linguistic turn. Secondly, it will analyze Sam Wineburg's literacy theory and his view of historical education. The third, it tries to investigate the suitability for teaching sourcing and contextualization these two strategies which Wineburg have invented for reading historical texts.

1. 林慈淑(2016)。證據概念―從高中歷史課綱到教學問題探析。臺大歷史學報，58，249-286。
   連結：
2. 梁裕康(2006)。語言、歷史、哲學―論Quentin Skinner 之政治思想方法論。政治科學論叢，28，91-122。
   連結：
3. What is PISA?. Retrieved December 5, 2017, from OECD, Website: https://www.oecd.org/pisa/aboutpisa/
4. Austin, John L.、楊玉成譯、趙京超譯(2013)。如何以言行事。北京:商務。
5. Barthes, Roland,Heath, Stephen(selected translated)(1997).Image, Music, Text.London:Fontana Press.
6. Barthes, Roland、李幼蒸譯(1991)。寫作的零度：結構主義文學理論文選。臺北:桂冠。
7. Cannadine, David(Ed.)(2002).What is History Now?.New York:Palgrave Macmillan Ltd..
8. Collingwood, Robin G.(1956).The Idea of History.Oxford:Oxford University Press.
9. Davies, Ian(Ed.)(2010).Debates in History Teaching.London:Routledge.
10. Derrida, Jacques(Ed.),Natoli, Joseph(Ed.),Hutcheon, Linda(Ed.)(1993).A Postmodern Reader.Albany:State University of New York Press.
11. Derrida, Jacques,Allison, David B.(trans.)(1973).Speech and Phenomena and Other Essays on Husserl's Theory of Sign.Evanston:Northwestern University Press.
12. Downey, Matthew T.,Long, Kelly A.(2015).Teaching for Historical Literacy: Building Knowledge in the History Classroom.London:Routledge.
13. Eagleton, Terry(1988).Literary Theory: An Introduction.Oxford:Basil Blackwell Ltd..
14. Eagleton, Terry、吳新發譯(1993)。文學理論導讀。臺北:書林。
15. Ercikan, Kadriye(ed.),Sexias, Peter(ed.)(2015).New Directions in Assessing Historical Thinking.New York:Routledge.
16. Foucault, Michel(2002).The Archeology of Knowledge.London:Routledge.
17. Foucault, Michel,Smith, Alan M. Sheridan(trans.)(1972).The Archeology of Knowledge and The Discourse on Language.Great Britain:Tavistock Publication Ltd..
18. Howell, Martha,Prevenier, Walter(2001).From Reliable Sources: An Introduction to Historical Methods.New York:Cornell University Press.
19. Hunt, Lynn(Ed.)(1989).The New Cultural History.Berkeley:University of California Press.
20. Hunt, Lynn、江正寬譯(2002)。新文化史。臺北:麥田。
21. Iggers, Georg G.(2010).Historiography in the Twentieth Century: From Scientific Objectivity to the Postmodern Challenge.Middletown:Wesleyan University Press.
22. Jay, Martin(1982).Should Intellectual History Take a Linguistic Turn? Reflection on the Habermas-Gadamer Debate.Modern European Intellectual History: Reappraisals & New Perspectives,London:
23. LaCappra, Dominick(1985).History and Criticism.New York:Cornell University Press.
24. LaCappra, Dominick(1982).Rethinking Intellectual History and Reading Texts.Modern European Intellectual History: Reappraisals and Perspectives,Ithaca:
25. LaCappra, Dominick、王加豐譯、王文婧譯、包中譯(2014)。現代歐洲思想史―新評價與新視角。北京:人民。
26. Leinhardt, Gacea(Ed.),Beck, Isbel L.(Ed.),Stainton, Catherine(Ed.)(1994).Teaching and Learning in History.New Jersey:Routledge.
27. Lévestique, Stéphane(2010).On Historical Literacy: Learning to Think Like Historian.Canadian Issue,Winter,42-46.
28. Lynn, Hunt(2014).Writing History in the Global Era.New York:W. W. Norton & Company Inc..
29. Megill, Allen(1987).The Reception of Foucault by Historians.Journal of The History of Ideas,48(1),117-141.
30. Nokes, Jeffery D.(2013).Building Student's Historical Literacy: Learning to Read and Reason with Historical Texts and Evidence.New York:Routledge.
31. Nokes, Jerrery D.,Dole, Janice A.,Hacker, Douglas J.(2007).Teaching High School Students to Use Heuristics While Reading Historical Texts.Journal of Educational Psychology,99(3),492-504.
32. Reiseman, Avishag(2012).Reading Like a Historian: A Document-Based History Curriculum Intervention in Urban High Schools.Cognition and Instruction,30(1),86-112.
33. Reisman, Avishag,Wineburg, Sam(2012).Text Complexity in the History Classroom: Teaching to and Beyond Common Core.Social Studies Review,51(1),24-29.
34. Rorty, Richard(ed.)(1967).The Linguistic Turn.Chicago:University of Chicago Press.
35. Said, Edward(1983).The World The Text and The Critics.Massachusetts:Harvard University Press.
36. Said, Edward、薛絢譯(2009)。世界．文本．批評者。臺北:立緒。
37. Seixas, Peter,Morton, Tom(2013).The Big Six Historical Thinking Concepts.Toronto:Nelson Education Ltd..
38. Skinner, Quentin(1969).Meaning and Understanding in the History of Ideas.History and Theory,8(1),3-53.
39. Skinner, Quentin(2002).Visions of Politics.Cambridge:Cambridge University Press.
40. Stone, Lawrence(1992).History and Post-Modernism III.Past and Present,135,189-208.
41. van Boxtel, Carla,van Drie, Jannet(2013).Historical Reasoning in the Classroom: What Does It Look Like and How Can We Enhance It?.Teaching History,150,44-52.
42. Wineburg, Sam(1991).On the Reading of Historical Texts: Notes on the Breach of School and Academy.American Educational Research Journal,28(3),495-519.
43. Wineburg, Sam(1998).Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of Historical Texts.Cognitive Science,22(3),319-346.
44. Wineburg, Sam(2001).Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past.Philadelphia:Temple University Press.
45. Wineburg, Sam(1991).Historical Problem Solving: A Study of the Cognitive Process Used in the Evaluation of Documentary and Pictorial Evidence.Journal of Educational Psychology,83(1),73-87.
46. Wineburg, Sam(2007).Unnatural and Essential: the Nature of Historical Thinking.Teaching History,129(1),6-11.
47. Wineburg, Sam,Martin, Daisy,Monte-Sano, Chauncey(2011).Reading like a Historian: Teaching Literacy in Middle and High School History Classroom.New York:Teacher College Press.
48. Wineburg, Sam、Martin, Daisy、Monte-Sano, Chauncey、宋家復譯(2016)。像史家一般閱讀：在課堂裡教閱讀素養。臺北:國立臺灣大學出版中心。
49. 李宏圖(2018)。觀念史研究的回歸―觀念史研究範式演進的考察。史學集刊，1，29-39。
50. 林慈淑(2010)。歷史要教什麼？英美歷史教育的爭議。臺北:學生。
51. 黃進興(2002)。「文本」與「真實」的概念：試論德希達對傳統史學的衝擊。新史學，13(3)，43-77。

1. 洪美齡,洪武雄(2020)。醫療典範人物融入通識創新教學的行動研究。通識教育實踐與研究，28，1-70。
2. 邱秀香(2022)。大學生對臺灣女性歷史的認知與思維能力研究：以「臺灣女性歷史圖像」課程為例。通識學刊：理念與實務，10(1)，57-97。