邁向道器並重的努力: 數碼人文和中國歷史教學

A good wealth of digital humanities resources and tools are now available to teachers and students, but the use of digital humanities in Chinese history classrooms is still fraught with challenges. This study offers an overview of the most important challenges. Then it identifies the important possibility of adopting a light version of digital humanities in existing reading courses devoted to Chinese historical texts, especially within contexts where whole courses devoted to digital humanities methods are not yet possible. In an entirely online teaching and learning environment such as that made necessary by the pandemic, teachers could carry out collaborative reading and annotation with students through using open utilities such as Hypothesis and CTEXT. Through experimenting this pedagogical approach in undergraduate courses between 2019 and 2022, and soliciting feedback from students majoring in Chinese History as well as in Chinese Language and Literature, this study presents a case in which educators could use digital humanities in Chinese history classroom contexts without much hassle nor mastery of complex computing skills.