2013 在教學法與社會實踐之間 : 教師如何在校本課程中引入口述歷史教學? 朱耀光 基督教香港信義會心誠中學 摘要 近年, 口述歷史開始受到香港中學教師的重視, 口述歷史的社會意義亦使歷史教育突破學科邊界, 成為跨科目的專題研習方法 然而, 教師要將口述歷史教學引入既有的校本課程, 面對多重的限制 本文將會以兩位嘗試推行口述歷史教學的教師角度, 分析學校的課程取向 教師的教育理念 實際的處境如何影響口述歷史教學的實踐 關鍵詞 歷史教育, 口述歷史, 課程取向 甲丶研究背景 2005 2009 2012 2012 9 223
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Between teaching method and social practice: How do teachers accommodate oral history to school-based curriculum? CHU Yiu Kwong Fanling Lutheran Secondary School Abstract Recently oral history has been widely accepted and adopted by secondary school teachers. Its social meaning also makes it easier for teachers to adopt oral history as an interdisciplinary method of project-based learning. However, teachers are confronted with many practical problems while accommodating oral history to school-based curriculum. In the perspectives of two secondary school teachers who intend to promote oral history in their own schools as examples, this article will analyze how teachers curriculum orientations, educational beliefs, and practical concerns influence the way of teaching oral history. Keywords History education, oral history, curriculum orientation 234