建構高中歷史教科書中的轉型正義教育學習內容之項目與條目初探

Preliminary Study on Learning Content Regarding Transitional Justice Education in High School History Textbooks

10.6481/JTR.202404_17(1).04

李涵鈺(Han-Yu Li)；陳麗華(Li-Hua Chen)

轉型正義 ； 歷史教科書 ； 學習內容 ； transitional justice ； history textbook ； learning content

教科書研究

17卷1期（2024 / 04 / 15）

111 - 155

繁體中文;英文

2018年教育部公布《十二年國民基本教育社會領域課程綱要》，在國家層級課程綱要，首次宣示轉型正義教學之必要，然而轉型正義教育包含哪些核心概念？教科書涵蓋哪些內容較能落實轉型正義的理念？有待釐清。本研究以戰後臺灣威權體制對人權造成的侵害為探討範疇，透過訪談先初步形塑轉型正義教育的項目及內涵，再透過德懷術建構「轉型正義教育學習內容」之「項目」（核心學習概念）及「條目」（提問要點）。最後本研究提出「理解歷史真相」、「探討追求正義的作為」、「反思和解與不再發生」三構面可探討的學習概念15項，及可引導教與學思考的28條提問，提供教材編撰及教學設計時參考。

In 2018, the Taiwanese Ministry of Education enacted the Social Studies Curriculum Guidelines of 12-Year Basic Education, which is the first set of guidelines to require teaching of transitional justice as part of the national curriculum. However, the main learning concepts of transitional justice education and which learning content should be covered remain unclear. Focusing on human rights violations by the post-war authoritarian regime in Taiwan, this study employed expert interviews and the Delphi technique to construct core learning content and main questions pertaining to transitional justice education. On the basis of the research results, the following learning axes of the proposed curriculum framework were established: "understanding the historical truth," "exploring practices for pursuing justice," and "reflecting on reconciliation and preventing recurrences." The three learning axes comprise 15 core learning concepts and 28 guidelines for teaching and learning. The results of this study can serve as a reference for textbook editing and textbook-based instruction.