檔案融入中學歷史課程之教師意見調查分析

A Survey of High School Teachers' Opinions on Integrating Archival Sources into History Curriculum

10.6182/jlis.202112_19(2).077

林巧敏(Chiao-Min Lin)

檔案素養教育 ； 檔案利用指導 ； 檔案使用調查 ； 歷史教學 ； 課程設計 ； Archival Literacy Education ； Archival Collection Instruction ； Archival Use Study ； History Teaching ； Course Design

圖書資訊學刊

19卷2期（2021 / 12 / 01）

77 - 111

繁體中文

本研究以「問卷調查法」瞭解中學歷史教師教學資訊尋求行為及其檔案融入教學之認知與態度，並藉由「焦點團體訪談法」蒐集教師對於檔案融入教學之教材設計與運用經驗。研究結果顯示：（1）中學歷史教師資訊需求及使用檔案時機，皆為「教學前準備」及「保持專業成長」，尋求教學資訊管道以網路為多。（2）中學歷史教師認為影音資料和照片對教學比較有用，找資料過程經常遭遇資料篩選的困難。（3）教師使用檔案次數不高，但會使用視覺性檔案融入教學，也能經由網路指引檔案館藏進行線上瀏覽。（4）教師肯定將檔案融入教學的效益，但對於如何運用檔案進行課程經營能力不足，希望檔案館提供教學諮詢與館藏利用指導。

In view of the significance and value of archives used in history teaching, this study explored the teaching needs of history teachers in using archival materials in order to integrate archival materials into teaching. The questionnaire surveyed the information seeking behavior and the use orientation of archives on high school history teachers. The focus-group interviews of history teachers were conducted to collect the opinions of integrating archives into curriculum design. In this study, both of qualitative and quantitative methods were used to fully explore the process of analyzing the teaching needs of using archives into teaching plans and realize how to integrate archives into history curriculum. The results indicated: (1) The information needs of history teachers were for ＂pre-teaching preparation＂ and ＂maintaining professional growth,＂ either were for the use of archives. Because of the convenience of searching, they used the Internet to find teaching information. (2) History teachers often used Internet resources for lesson preparation, agreeing that the most useful teaching materials were videos and photos, but the process of finding materials often encountered a large amount of data and it was difficult to filter them. (3) History teachers didn't use the archives frequently, but they used photos and audiovisual archives to teach for visual effects. They searched teaching data of archives through the Internet and then browsed online. (4) Teachers recognized the benefits of integrating archives teaching, but they lacked the ability to use archives for course. They hoped that the archives would provide consultation and guidance on the use of collections. Finally, the suggestions for promoting history teachers to use archives in teaching and for the application of archives integrating class were proposed.

1. 林巧敏, Chiao-Min(2013)。歷史學者檔案資訊需求與使用行為之研究。圖書資訊學刊，11(2)，77-116。
   連結：
2. 林慈淑, Tzu-Shu(2016)。證據概念——從中學歷史課綱到教學問題探析。臺大歷史學報，58，249-286。
   連結：
3. 詹宗祐, Zong-You(2009)。影像資料在歷史教學的運用與實務 ——以中國史為例。歷史教育，14，265-293。
   連結：
4. 蕭道中, Tao-Chung(2018)。國家檔案融入教學資源：以國家發展委員會檔案管理局「檔案支援教學網為例」。檔案半年刊，17(2)，22-35。
   連結：
5. Anderson, I. G.(2004).Are you being served? Historians and the search for primary sources.Archivaria,1(58),81-129.
6. Bahde, A.(2013).The history labs: Integrating primary source literacy skills into a history survey course.Journal of Archival Organization,11(3/4),75-204.
7. Carini, P.(2009).Archivists as educators: Integrating primary sources intothe curriculum.Journal of Archival Organization,7(1/2),41-50.
8. Dalton, M.S.,Charnigo, L.(2004).Historians and their information sources.College & Research Libraries,65(5),400-425.
9. Department for Education. (2013). National curriculum in England: Historyprogrammes of study. Retrieved from https://www.gov.uk/government/publications/national-curriculum-inengland-history-programmes-of-study
10. Dobbs, G. R.(2011).Archival materials and the teaching of historical geography and historical GIS.Journal for the Society of North Carolina Archivists,9(1),2-14.
11. Holmes, E.(2015).Building engaging teaching materials with primary sources.Agora,50(1),62-66.
12. Johnson, M. J.(2010).Teaching with primary source texts.School Library Monthly,27(3),31-33.
13. Krause, M. G.(2010).It makes history alive for them: The role of archivists and special collections librarians in instructing undergraduates.Journal of Academic Librarianship,36(5),401-411.
14. Maddrell, A.(2007).Teaching a contextual and feminist history of geography through role play: Women’s membership of theory algeographical society (1892-1893).Journal of Geography in Higher Education,31(3),393-412.
15. McAleavy, T.(1998).The use of Sources in school history 1910-1998: A critical perspective.Teaching History,91,10-16.
16. McCoy, M.(2010).The manuscript as question: Teaching primary sources in the archives-The China Missions Project.College & Research Libraries,71(1),49-62.
17. Morris, S.,Mykytiuk, L. J.,Weiner, S. A.(2014).Archival literacy for history students: Identifying faculty expectations of archival research skills.American Archivist,77(2),394-424.
18. Olson, J. C.(2009).Teaching with archives, teaching about archives.Journal for the Society of North Carolina Archivists,6(2),86-91.
19. Robb, J. E.(2009).The Opper Project: Collaborating with educators to promote the use of editorial cartoons in the social studies classroom.RBM: A Journal of Rare Books, Manuscripts & Cultural Heritage,10(2),70-94.
20. Robyns, M.(2001).The archivist as educator: Integrating critical thinking skills into historical research methods instruction.The American Archivist,64(2),363-384.
21. Ruff, T. P.,Nelson, J. T.(1997).Classroom ready activities for teaching history and geography in grade 7-12.Boston, MA:Allyn & Bacon.
22. Ruffin, E.,Capell, L.(2009).Dispelling the myths: Using primary sources in the K-12 classroom.Children & Libraries: The Journal of the Association for Library Service to Children,7(1),26-31.
23. Schools Council History Project 13-16(1976).A new look at history.Edinburgh, Scotland:Collins Educational.
24. Weiner, S. A.,Morris, S. L.,Mykytiuk, L. J.(2015).Archival literacy competencies for undergraduate history majors.The American Archivist,78(1),154-180.
25. Wineburg, S.,Martin, D.,Monte-Sano, C.(2012).Reading like an historian: Teaching literacy in middle and high school history classrooms.New York, NY:Teachers College Press.
26. Yakel, E.(2004).Information literacy for primary sources: Creating a new paradigm for archival researcher education.OCLC Systems & Services: International Digital Library Perspectives,20(2),61-64.
27. 朱茂欣, Mao-Hsin(2016)。試論以歷史思維能力為導向的課程設計：以Reading Like a Historian教材和AP美國歷史課程為討論對象。臺灣教育評論月刊，5(6)，170-176。
28. 朱煜, Yu(2003)。臺灣中學新歷史教科書的編寫及其理念試析—以龍騰本為例。歷史學刊，180，66-71。
29. 何成剛（編）, Chen-Gang(Ed.)(2008).歷史課堂教學技能訓練.上海市=Shanghai, China:華東師範大學=East China Normal University Press.
30. 何成剛（編）, Chen-Gang(Ed.)(2012).史料教學案例設計解析.北京市=Beijing, China:北京師範大學=Beijing Normal University Publishing.
31. 宋佩芬, Pei-Fen(2003)。培養「帶得走的能力」：再思統整與學科知識。教育研究月刊，115，123-136。
32. 李健輝, Chien-Hui(2020)。主題性探究式教案的設計與嘗試：以〈日治時期義務教育的實施〉為例。清華歷史教學，27，5-33。
33. 李稚勇, Zhi-Yong(2012)。中英美中學歷史課史料教學比較研究。上海師範大學學報（哲學社會科學版），41(2)，125-136。
34. 林巧敏, Chiao-Min(2012).檔案應用服務.臺北市=Taipei:文華圖書館管理資訊=Mandarin Library & Information Services.
35. 林珊如, Shan-Ju L.(2004)。臺灣地區國小鄉土教育教師資訊需求與搜尋行為之探討：質的訪談。圖書館學與資訊科學，30(2)，116-133。
36. 邱玉鳳（2015）。當檔案與歷史教學相遇：ART網站簡介。檔案樂活情報，100。檢自https://www.archives.gov.tw/ALohas/ALohasColumn.aspx?c=138【[Qiu, Yu-Feng] (2015). [Dang dang an yu li shi jiao xue xiang yu: ART wang zhan jian jie]. Archives LOHAS, 100. Retrieved from https://www.archives.gov.tw/ALohas/ALohasColumn.aspx?c=138 (in Chinese)】
37. 施曉雯, Xiao-Wen(2009)。臺北市=Taipei，國立臺灣師範大學歷史學系在職進修碩士班=Graduate School of History, National Taiwan Normal University。
38. 香港歷史檔案館=Hong Kong Public Records Office(2001).教科書以外：歷史檔案在課室的應用.香港=Hong Kong, China:香港歷史檔案館=Hong Kong Public Records Office.
39. 高君琳, Jun-Lin(2007)。臺北市=Taipei，國立政治大學圖書資訊與檔案學研究所=Graduate Institute of Library, Information and Archival Studies, National Chengchi University。
40. 國家教育研究院（2018）。十二年國民基本教育課程綱要：國民中小學暨普通型高級中等學校——社會領域。檢自https://bit.ly/3c7eril【National Academy for Educational Research. (2018). [Shi er nian guo min ji ben jiao yu ke cheng gang yao: Guo min zhong xiao xue ji pu tong xing gao ji zhong deng xue xiao: She hui ling yu]. Retrieved from https://bit.ly/3c7eril (in Chinese)】
41. 張凱迪, Kai-Ti(2004)。臺北市=Taipei，國立政治大學圖書資訊與檔案學研究所=Graduate Institute of Library, Information and Archival Studies, National Chengchi University。
42. 陳在眉, Tsai-Mei(2017)。臺北市=Taipei，國立政治大學圖書資訊與檔案學研究所=Graduate Institute of Library, Information and Archival Studies, National Chengchi University。
43. 陳冠華, Guan-Hua(1999)。歷史教學中的史料運用。清華歷史教學，9，64-80。
44. 陳盈安, Ying-An(2007)。花蓮市=Hualien，國立花蓮教育大學鄉土文化研究所=Graduate Institute of Local Studies, National Hualien University of Education。
45. 程建教, Jian-Jiao(1991).國小社會科教學探究.臺北市=Taipei:五南=Wu-Nan.
46. 黃政傑（編）, Zheng-Jie(Ed.)(1996).教學媒體與教學資源.臺北市=Taipei:師大書苑=Shtabook.
47. 楊秀珠（編）, Xiu-Zhu(Ed.)(2003).老師談教學：歷史教學篇.香港=Hong Kong, China:中華書局=Chung Hwa Book.
48. 歷史教師深根聯盟（ 2020 ） 。臉書首頁。檢自https://www.facebook.com/ourstoryteacher/【Our Story Teacher. (2020). Facebook: Home. Retrieved from: https://www.facebook.com/ourstoryteacher/ (in Chinese)】

1. 張儷馨,林巧敏(2022)。國中體育班歷史課程融入檔案和探究式教學對於學習動機及成效之影響。圖書資訊學研究，16(2)，1-37。