HIST2002A 史學（進階）

本課程旨在讓學員認識二十世紀以來歷史學科的建立與發展及其所面對的挑戰。透過閱讀有代表性的史學著作以探討包括史學典範的建立與轉移、史學書寫方式與風格的變化、史學理論的多元趨向，以及科際整合的影響等課題，學員可以把握近代歷史學發展的脈絡，並從而反思歷史學科在當今社會中的功能與意義。此外，本課程並有專題介紹二十世紀中外學界對於中國史研究的發展，以此可進一步思考二十一世紀中國史研究的動向。

授課大綱　

第一講　導論：史學、史家與時代

第二講　歷史（知識）的生產與製作

第三講　歷史作為一門學科

第四講　英國馬克思主義史學

第五講　年鑑學派與總體史的追求

第六講    從社會史到新文化史（一）

第七講　從社會史到新文化史（二）

第八講　從國別史到全球史

第九講　二十世紀中國的史學革命（一）

第十講　二十世紀中國的史學革命（二）

第十一講　海外中國史研究的典範轉移（一）

第十二講　海外中國史研究的典範轉移（二）

第十三講　書評報告分享

（1）書評報告 60%  

a.書評報告寫作 50%（學員可根據本課程中的相關課題，選取經任教老師同意的一本或若干本書，撰成一篇約3500字的書評報告。）

b.書評報告分享 10% （學員根據所選作為書評報告的書籍在課上進行簡介分享。）

（2）導修小組報告、評論及討論表現 40%

（每名學員均需準時出席導修，進行一次專責報告及一次專責評論，其餘堂次則應該在旁聽的同時參與有關內容的討論。導修評核分數安排：小組口頭報告佔6%，並繳交一份1500-2000字的書面報告20%；專責小組評論 10%；參與討論4%）

導修小組報告、評論及討論表現 

每名學員均需準時出席導修，進行一次專責報告及一次專責評論，其餘堂次則應該在旁聽的同時參與有關內容的討論。導修評核分數安排：小組口頭報告佔6%，並繳交一份1500-2000字的書面報告20%；專責小組評論 10%；參與討論4%

Anderson, Benedict. Imagined Communities: Reflections on the Origin and Spread of Nationalism. London: Verso, 2016.

Boldizzoni, Francesco. The Poverty of Clio: Resurrecting Economic History. Princeton: Princeton University Press, 2011.

Brook, Timothy. Vermeer’s Hat: The Seventeenth Century and the Dawn of the Global World. New York: Bloomsbury Press, 2009.  

Bruke, Peter. The French Historical Revolution: The Annales School, 1929-89. Cambridge: Polity Press, 1990.

Burguière, André. The Annales School: An Intellectual History. Trans. Jane Marie Todd. Ithaca: Cornell University Press, 2009.

Chakrabarty, Dipseh. Provincializing Europe: Postcolonial Thought and Historical Difference. Princeton: Princeton University Press, 2000.

Cohen, Paul A. Discovering History in China: American Historical Writing on the Recent Chinese Past. New York: Columbia University Press, 1984.

Crossley, Pamela Kyle. What is Global History? Cambridge: Polity Press, 2008.

Darnton, Robert. The Great Cat Massacre and Other Episodes in French Cultural History. New York: Basic Books, 1984.

Davis, Natalie Zemon. The Return of Martin Guerre. Cambridge, MA.: Harvard University Press, 1983.

De Groot, Jerome. Consuming History: Historians and Heritage in Contemporary Popular Culture. London: Routledge, 2009.

Diamond, Jared. Guns, Germs and Steel: The Fates of Human Societies. New York: W. W. Norton, 1997.

Dirlik, Arif. Revolution and History: Origins of Marxist Historiography in China, 1919-1937. Berkeley: University of California Press, 1978.

Eley, Geodd. A Crooked Line: From Cultural History to the History of Society. Ann Arbor: University of Michigan Press, 2005.

Evans, Richard. In Defense of History. New York: W. W. Norton, 1999.

Gaddis, John Lewis. The Landscape of History: How Historians Map the Past. Oxford: Oxford University Press, 2002.

Ginzburg, Carlo. The Cheese and the Worms: The Cosmos of a Sixteenth-Century Miller. trans. John and Anne Tedeschi. Baltimore: John Hopkins University Press, 1980. 

Himmelfarb, Gertrude. The New History and the Old: Critical Essays and Reappraisals. Cambridge, MA.: Harvard University Press, 2004.

Hughes-Warrington, Marnie. History Goes to the Movies: Studying History on Film. London: Routledge, 2007.

Hunt, Lynn. Writing History in the Global Era. New York: W. W. Norton, 2014.

Jenkins, Keith. Rethinking History. London: Routledge, 1991.

Kaye, Harvey J. The British Marxist Historians: An Introductory Analysis. Cambridge: Polity Press, 1984.

Keegan, John. The Face of Battle: A Study of Agincourt, Waterloo, and the Somme. New York: Vintage, 1977.

Muir, Edward., and Guido Ruggiero, eds. Microhistory and the Lost Peoples of Europe. trans. Eren Branch. Baltimore: John Hopkins University Press, 1991.

Nash, Gary B., Charlotte Crabtree, and Ross E. Dunn. History on Trial: Culture Wars and the Teaching of the Past. New York: Vintage, 2000.

Pomeranz, Kenneth. The Great Divergence: Europe, China, and the Making of a Modern World Economy. Princeton: Princeton University Press, 2000.

Smith, Mark. Sensing the Past: Seeing, Hearing, Smelling, Tasting, and Touching in History. Berkeley: University of California Press, 2007.

王汎森，《古史辨運動的興起》。臺北：允晨文化，1987。

王汎森，《近代中國的史家與史學》。香港：三聯書店，2008；上海：復旦大學出版社，2010。

王明珂，《華夏邊緣 ── 歷史記憶與族群認同》。臺北：允晨文化，1997。

葛兆光，《何為「中國」：疆域民族文化與歷史》。香港：牛津大學出版社，2014。

Attention is drawn to University policy and regulations on honesty in academic work, and to the disciplinary guidelines and procedures applicable to breaches of such policy and regulations. Details may be found at http://www.cuhk.edu.hk/policy/academichonesty/.

With each assignment, students will be required to submit a signed declaration that they are aware of these policies, regulations, guidelines and procedures.

• In the case of group projects, all members of the group should be asked to sign the declaration, each of whom is responsible and liable to disciplinary actions, irrespective of whether he/she has signed the declaration and whether he/she has contributed, directly or indirectly, to the problematic contents.
• For assignments in the form of a computer-generated document that is principally text-based and submitted via VeriGuide, the statement, in the form of a receipt, will be issued by the system upon students’ uploading of the soft copy of the assignment.

Assignments without the properly signed declaration will not be graded by teachers.

Only the final version of the assignment should be submitted via VeriGuide.

The submission of a piece of work, or a part of a piece of work, for more than one purpose (e.g. to satisfy the requirements in two different courses) without declaration to this effect shall be regarded as having committed undeclared multiple submissions. It is common and acceptable to reuse a turn of phrase or a sentence or two from one’s own work; but wholesale reuse is problematic. In any case, agreement from the course teacher(s) concerned should be obtained prior to the submission of the piece of work.