Studying History Education of High School in Taiwan by Causal Layered Analysis

After the 21st century, high school history learning will focus on teachers promoting the twelve-year state education. In recent years, in line with the changes in the new 108-year social curriculum, supporting strategies have been proposed: such as literacy orientation, inquiry and practice, learning process archives, and the structural direction of the controversial Chinese history into East Asian history. Historical learning has indeed had a great impact on the people’s national spiritual education and the development of historical consciousness in Taiwan’s education policy. This is the reason Taiwan’s Ministry of Education strives to improve students’ historical literacy and connotation application abilities. When developing a learning policy, both external and internal learning factors need to be considered. The external aspect deals with the reasons for learning: Is learning for the purpose of using or accumulating historical wisdom in daily life to learn from the past and the present, on the other hand, to test the content of the course and the degree of absorption; or is it specifically for exams or other enlightenment purposes. The internal aspect involves those most affected by the policy: students and teachers. After studying and observing high school history learning policies for decades, some alternative future visions for history learning were found in the method of reflection on future research—the conclusion is that history is interestingly revitalized, and the preferred future is thematic history. According to the famous futurology scholar Sohail Inayatuallah’s proposal: the causal layering model. It helps understand how Taiwan’s historical policies operate. And how teachers and students on the front line respond to changes and take future actions. The key is to change the future: in the process of building an alternative future, whether the internal and external mix has changed or whether you want to try new things and expand your horizons. In fact, the difficulty of teaching lies in students’ cooperation and conscious learning. Therefore, in the analysis of learning through alternative futures, is it possible to distinguish between internal and external situations and methods such as: 1. Internal: