理解史學的基本概念、史學研究的方法，養成未來學習的基礎。理解史學的基本概念、史學研究的方法，養成未來學習的基礎。Understand the basic concepts of history and methods of historical research, and develop them into the foundation of future learning. Understand the basic concepts of history and methods of historical research, and develop them into the foundation of future learning.
普遍而言，國內各大學歷史學系所開設的課程中，大抵架構是來自二十世紀初以橫向之斷代史知識作為主要授課內容，再配合各大學歷史系所教師本身所具之專長研究發展出的專題史，來進行講解與研討；斷代史或朝代史的分類被當作是基礎性的訓練，各類專題史多半是專業教師研究上的延伸，成為大學教授在歷史教學上的通則。學術社群的規範、畫分模式、專門領域研究導向和各學系傳統內在的潛規則，影響教學內容多半是偏重在研究與學術取向，於是愈發顯得歷史學的外在形象，是與社會或職務上的需求背離。
過去教育部推動「人文社會革新計畫」的核心要旨在於思考如何回應外在環境變化，培育未來之人才做為主要目標；然而人文學中如歷史學等，如何與職業產生對應？又如何能轉化與運用？相關討論頗多，卻無定論。目前言及應用者，多偏重在史料數位化、史籍分析與電子資料庫應用方面，雖然這與職業有所對應，然實則直接相關工作職缺較少，也不宜當做歷史系應該培養的核心能力。過去教育部於103年所頒訂的「課程分流計畫」中，曾經提出實務型課程培養的學生職場能力，其實所指的是軟實力的概念，而不是專指特定的職業技能。這種能力是要讓學生能在與所學相關，甚至是要能在不同領域中移動，亦即是指要能夠活用。看似合理可行，實際上要擁有這樣的能力，除了學生要有高度的自覺外，課程、教師和教學環境都必須要朝向能建立軟實力的方向才有可能實踐。
Generally speaking, in the courses established by major academic history departments in China, the structure is basically based on the main teaching content of the 20th century, using the knowledge of the dynasty history as the main teaching content, and in conjunction with the special history of the teachers themselves in the history departments themselves, to explain and discuss; the classification of dynasty history or dynasty history is regarded as a basic training, and the various special history is mostly an extension of professional teachers' research and has become a general principle for university professors in history teaching. The academic community's specifications, painting patterns, specialized research directions and internal potential rules of the traditions of various academic departments affect the teaching content mostly focus on research and academic orientations, so it increasingly develops the external image of history, which is contrary to social or professional needs.
In the past, the core purpose of the Ministry of Education's promotion of the "Humanities and Social Innovation Plan" was to think about how to respond to changes in the external environment and cultivate future talents as the main goal; however, how can humanities, such as history, correspond to career development? So how can it be converted and used? There are many discussions on the topic, but there is no discussion. Currently, when it comes to applications, most people focus on the digitalization of historical materials, historical book analysis and electronic database application. Although this is in line with the profession, there are fewer jobs directly related to work, and it is not advisable to be a core competence that should be cultivated in the history department. In the past, the "Course Diversion Plan" ordered by the Ministry of Education in 103, it proposed the student's job abilities cultivated in practical courses, which actually refers to the concept of practical ability, rather than specific professional skills. This ability is to enable students to be able to move in related to what they are learning, and even in different fields, that is, they must be able to use it flexibly. It seems reasonable and feasible. In fact, to have such abilities, in addition to students having a high level of self-consciousness, courses, teachers and teaching environments must be in a direction that can build practical capabilities.
王任光譯，歷史論集，幼獅
余英時，歷史與思想，聯經
杜維運，史學方法論，三民
周婉窈譯，史家的技藝，遠流
陶晉生，歷史學手冊，食貨
嚴耕望，治史經驗談，台灣商務
Wang Renguang's translation, collection of historical notes, Lions
Yu Yingshi, history and thought, and connection
Du Weihua, Historical Methods Discussion, Three People
Zhou Wan Yao’s translation, the historian’s technique, far-reaching
Tao Yingsheng, historical record, food
Serious farming, historical experience and discussion, Taiwan business
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 作業作業 Action |
40 | |
| 期末考期末考 Final exam |
40 | |
| 平時成績平時成績 Regular achievements |
20 |
