英國歷史教育改革中的“時序”爭議

The Debate on Chronology in the Development of English Historical Education

10.29457/SJH.200606.0008

林慈淑(Tzu-Shu Lin)

英國 ； 時序 ； 時序架構 ； 時序觀念 ； England ； Chronology ； Chronological Structure ； Concept of Chronology

東吳歷史學報

15期（2006 / 06 / 01）

207 - 242

繁體中文

英國自1970年代開始反思歷史教育，「時序」問題即是社會各界爭論的焦點。此後三十餘年間，英國學者歷經討論與思辨，對於「時序」與歷史教育的關係逐漸產生了某些共識：第一，時序並不是人類歷史本有的屬性，因此線性式的、不可逆轉的、由古至今的時間架構不必然是歷史課綱的唯一選擇；第二，時序概念應是學習歷史必備的思維能力，學生藉由瞭解史家所用的計時系統、延續和變遷的思考角度、分期的由來等歷史時間概念，即能掌握歷史知識的形成及其特質。

Chronology has become an issue in debate since problems of the teaching of history was concerned in 1970s' England. Through the argument and disputes between different sides of opinions in last three decades, there emerges some consensus about the role of chronology in school history. Firstly, the human past is not chronological in nature, so the history curriculum is not to be rigidly chronological and linear. Secondly, the concept of chronology has a central place in the development of a child's historical understanding. Students should know that the meanings of historical evidence derive from its time-frame. They need to develop a sense of historical time by studying dating system, time-related vocabularies, perspective of change and continuity, and periodization.

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