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。
歷史學未來的方向究竟是什麼?史學研究的新趨勢中，其實是與台灣社會上一般對歷史的理解有著很大的不同，出乎意料的是，歷史學門在研究上是緊緊跟著時代的脈動的。根據蔣竹山、呂妙芬對近五年對歷史學門的調查：具前瞻性且熱門的國內外歷史學界熱門的議題，大致是下列這幾個方向：全球視野、帝國、跨文化交流、環境、技術與醫療、歷史記憶、情感史、出版文化、大眾史、新史料與歷史書寫。近來史學界繼「文化轉向」之後，也掀起一波對全球史的關注，可謂之為史學界的「全球轉向(global turn)」。全球史的視野提供史家跨越民族國家，在研究課題上涉及了不同區域之間分流、合流、跨文化貿易、物種傳播與交流、文化碰撞、帝國主義與殖民、移民與離散社群、疾病與傳染、環境變遷等。不過，如果將歷史學系單純的視為是培養新一代以歷史研究為本業的史學家，看起來這些新領域做為新的視域絕對開拓了以往過去未及的視野，可是諸如全球史、環境史和醫療史所必須具備的跨學科整合、語言能力與專業，卻是少數人才有可能具備的，似乎也不適合做一般歷史學門所應該主推的學習方向。
那麼，歷史學要往那個方向去?似乎有必要不斷面對新的挑戰，要有重新認識這個學科的必要。史學導論就是這樣的一門基礎卻有核心意義的課程。
Generally speaking, the structure of the courses offered by the history departments of domestic universities is mostly derived from the early 20th century, when horizontal historical knowledge was the main teaching content, and was developed in conjunction with the research and expertise of teachers in the history departments of various universities. Thematic history is used for explanation and discussion; the classification of dynastic history or dynasty history is regarded as basic training. Most of the various thematic histories are 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 affect the teaching content, which mostly focuses on research and academic orientation. As a result, the external image of history increasingly appears to be related to society. or divergence from job requirements.
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 enable students to be relevant to what they have learned, and even to be able to move in different fields, that is, to be able to use it flexibly. It seems reasonable and feasible, but in fact, 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.
What is the future direction of history? The new trend of historical research is actually very different from the general understanding of history in Taiwanese society. Unexpectedly, the history discipline is closely following in the research The pulse of the times. According to Jiang Zhushan and Lu Miaofen’s survey of history disciplines in the past five years: forward-looking and hot topics in history circles at home and abroad are roughly in the following directions: global perspective, empire, cross-cultural exchanges, environment, technology and medical care, historical memory, emotional history, publishing culture, popular history, new historical materials and historical writing. Recently, following the "cultural turn" in the field of history, there has also been a wave of attention to global history, which can be described as the "global turn" in the field of history. The perspective of global history provides historians with opportunities to transcend nation-states, and their research topics include divergence and confluence between different regions, cross-cultural trade, species spread and exchange, cultural collision, imperialism and colonization, immigration and diaspora, disease and infection. , environmental changes, etc. However, if the Department of History is simply regarded as cultivating a new generation of historians whose main profession is historical research, it seems that these new fields as new horizons have definitely opened up horizons that were not available in the past. However, such as global history, The interdisciplinary integration, language skills and majors required for environmental history and medical history are only available to a small number of talents, and they do not seem to be suitable for the study direction that should be the main focus of general history disciplines.
So, in which direction should history go? It seems necessary to constantly face new challenges and to re-understand this discipline. Introduction to history is such a basic but core course.
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 is mostly derived from the early 20th century, when horizontal historical knowledge was the main teaching content, and was developed in conjunction with the research and expertise of teachers in the history departments of various universities. Thematic history is used for explanation and discussion; the classification of dynastic history or dynasty history is regarded as basic training. Most of the various thematic histories are 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 affect the teaching content, which mostly focuses on research and academic orientation. As a result, the external image of history increasingly appears to be related to society. or divergence from job requirements.
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 enable students to be relevant to what they have learned, and even to be able to move in different fields, that is, to be able to use it flexibly. It seems reasonable and feasible, but in fact, 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.
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| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席與課堂參與出席與課堂參與 Attendance and Class Participation |
50 | |
| 辯論活動與比賽辯論活動與比賽 Debate activities and competitions |
25 | |
| 期末考期末考 final exam |
25 |
