庋藏與學教：歷史文化室功能探研

踏入廿一世紀，中國歷史教學已進入百花齊放的階段，且逐漸跳出囿於教科書的框架，開拓多樣性的教學模式。近兩年，伴隨疫情帶來的新教學模式(網課及混合教學)以及教育局加強投入資源推動中華文化的發展，中國歷史教學得到更多新思維的啟發，特別是在學與教資源上，其中學校開拓「歷史文化室」(或「中華文化館」)等輔助學生學習的新興概念亦由此而生。這些教學資源，豐富了歷史文化的學習，也提升了學習者的興趣。
本文選取五間中學作個案分析，探討「歷史文化室」或「中華文化館」等對中國歷史教學及推動歷史文化的功能，在此鳴謝基督教香港信義會信義中學(下稱信義中學)、林大輝中學、香海正覺蓮社佛教正覺中學(下稱正覺中學)、香港培道中學(下稱培道中學)及創知中學對此探研的襄助。
Entering the 21st century, teaching of Chinese History has entered a pluralistic development, and gradually jumped out of the framework of textbooks, broadening teaching models. In the past two years, with new teaching models followed by the epidemic, e.g. online courses and mixed teaching, and increasing investment in the development of Chinese culture by the Education Bureau, there are more and more inspiring teaching materials in Chinese history, especially in learning and teaching resources, among which the school has developed new concepts such as “Historical and Cultural Room” (or “Chinese Cultural Center”) to assist students’ learning. These teaching resources enrich the study of history and culture, and also enhance the interest of learners.
In this article, we use a case study in five secondary schools to explore the functions of the “Historical and Cultural Room” of the “Chinese Cultural Center” in teaching of Chinese history and promoting history and culture. We are particularly grateful for the assistance in this research given by ELCHK Lutheran Secondary School, Lam Tai Fai College, HHCKLA Buddhist Ching Kok Secondary School, Pooi To Middle School and Scientia Secondary School. Copyright © 2022 中華書局.