敘事史學教學法是一種以淺顯易懂、說故事的方式，將歷史呈現在學習者面前的教 學法。本文旨在驗證敘事史學教學法運用於中學歷史課程中的適宜性，由於敘事史學教 學法的設計理念立論於奧蘇貝爾「有意義學習理論」、皮亞傑「認知發展論」、迦納「多 元智能理論」與夏農「訊息處理學習論」之上，故本研究先觀察學生在課間上課的情形， 課後再施予學習回饋單，以此探討該教學法的成效與學習者的看法，較無涉入統計學的 問題。本研究結果發現：雖然敘事史學教學法的確可以獲得學習者的喜愛，並且可以成 功地引起動機，但是，在回顧整體課程時，學習者總是只記得敘事史學當中較具趣味的 部分。再者，敘事史學教學法雖然可以帶來愉快的教學與學習氣氛，但是有時也產生教 室管理不易控制的問題。最後，由於敘事史學教學法本身有其限制所在，因此教師若能 提升自身學養、瞭解學習者的心理條件，並對課程有妥善的規劃，如此敘事史學教學法 則可達到最佳的教學效益。
The narrative-history teaching method is simple and easy understood,by telling stories to represent the history concept to learners. The purpose of this article is to verify the suitability of using the narrative-history teaching method in high-school history lessons. Because the narrative-history teaching method is based on the Meaningful Learning Theory by D. Ausuble, the Cognation Development Theory by Piaget, the Multiple Intelligences(MI) by H. Gardner, and the Information-Processing Theory of Learning by Shannon, observations of learners in classes are done first. Then the worksheets are given after classes, so it is able to study the results of this method, however, it involves less statistical questions. The results are as follows: 1、Although learners enjoy the narrative-history teaching method and the method successfully motivates learning, while reviewing the whole lessons, learners always remember the more interesting parts in the method. 2、Also, the narrative-history teaching method brings the pleasant teaching and learning environment, but at the same time it is difficult to control the class. 3、Moreover, this method has its limits, so if teachers can improve their professional knowledge, understand the mental conditions of learners and plan the lessons well, then the narrative-history teaching method can achieve the best teaching effects.
