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 the foundation for future study. Understand the basic concepts of history and methods of historical research, and develop the foundation for future study.

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, the structure of the courses offered by the history departments of domestic universities comes from the early 20th century, with horizontal chronological history knowledge as the main teaching content, and thematic history developed in conjunction with the expertise of teachers in each university's history department. The classification of chronological history or dynastic history is regarded as basic training, and various thematic histories are mostly an extension of the research of professional teachers and have become a general rule for university professors in history teaching. The norms of the academic community, the classification model, the research orientation of specialized fields, and the hidden rules inherent in the traditions of each academic department have affected the teaching content and mostly focused on research and academic orientation. As a result, the external image of history has increasingly appeared to be deviating from social or professional needs.
In the past, the core focus 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 do humanities such as history correspond to professions? How can it be transformed and used? There have been many related discussions, but no conclusion has been reached. At present, when it comes to practitioners, most emphasis is placed on the digitization of historical materials, historical book analysis and electronic database applications. Although this corresponds to the profession, in fact, there are few directly related job vacancies, and it should not be regarded as a core competency that the history department should cultivate. In the "Curriculum Diversion Plan" issued by the Ministry of Education in 2013, it was proposed that the workplace abilities of students cultivated by practical courses actually refer to the concept of soft power, rather than specific vocational skills. This ability is to allow students to be able to move in different fields related to what they have learned, that is, to be able to use it flexibly. It seems reasonable and feasible, but in fact, in order to have such an ability, in addition to students having to have a high degree of self-awareness, the curriculum, teachers, and teaching environment must all be oriented in a direction that can build soft power before it can be practiced.

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

Translated by Wang Renguang, Historical Essays, Young Lion
Yu Yingshi, History and Thought, Lian Jing
Du Weiyun, Historical Methodology, Three People
Translated by Zhou Wanyao, the skills of historians, Yuanliu
Tao Jinsheng, History Handbook, Food Goods
Yan Gengwang, Discussing History Governance Experience, Taiwan Business