史學導論是歷史學門的核心基礎課程。主要目標是讓學生認識歷史學的性質、內容與基本方法是什麼?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。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，新的視域確實開拓了以往過去未及的視野。不過，歷史學過去被視為是一種經世之學，具有高度的實踐與應用能力，通透的了解後，可以用來處理與人、事、物有關的各種問題。人完全是在歷史中進行思考的生物，近年來腦科學的研究更證實了此點。
那麼，歷史學要往那個方向去?似乎要不斷面對新的挑戰外，更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目標意義的課程。
Historical research is the core basic course of the history door. The main goal is to let students understand the nature, content and basic methods of history? Among the new trends of historical research, it is actually very different from the general understanding of history in Taiwan society. Unexpectedly, history The door is closely following the movements of the times in research. According to the survey of the history of Zhushan and Miaofen in the past five years: the forward-looking and popular topics in the domestic and foreign historical circles are roughly the following directions: global vision, empire, cross-cultural exchanges, environment, technology and medical, historical memory, emotional history, publishing culture, general history, new historical materials and historical writing. Recently, after the historical community has continued to "cultural turn", it has also sparked a wave of attention to global history, which can be said to be the "global turn" of the historical community. The perspective of global history provides historians across national countries, and in their research topics involve diversion, confluence, cross-cultural trade, species transmission and exchange, cultural collision, imperialism and colonization, immigration and separatist communities, disease and infection , environmental changes, etc. If the pure view of the history department is to cultivate a new generation of historians who focus on historical research as their foundation, the new field will definitely open up unsatisfactory visions in the past. However, history has been regarded as a worldly learning in the past, with a high level of practical and application capabilities. After a thorough understanding, it can be used to deal with various problems related to people, things and things. Humans are completely biological thinking in history, and in recent years, brain science research has further proved this point.
So, in which direction should history go? It seems that in addition to facing new challenges, it is necessary to re-understand this subject. Historical discussion is such a course with a core purpose meaning.
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 courses of the 20th century, using the knowledge of the historical knowledge of the trend as the main teaching content, and in conjunction with the professional research and development of the teachers in various major academic history departments. The special history of the topic is explained and discussed; the classification of dynasty or dynasty history is regarded as a basic training, and the special history of various types is mostly an extension of professional teachers' research, becoming 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 departments affect the teaching content mostly focus on research and academic orientations, so it increasingly develops the external image of history and society. Or job needs are detached.
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 Ministry of Education has proposed the "Course Diversion Plan" in 103 years, students' abilities for practical courses were proposed, 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.
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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 meetings |
50 | |
| 討論活動討論活動 Discussion activities |
20 | |
| 期末考期末考 Final exam |
30 |
