目前國內一般中小學社會領域歷史學科的教學方式，由於許多層面的問題導致多為在教室內由教師主導的靜態講述法，學生所習得的主要是認知方面的能力，不僅未能達到歷史學科情意與技能教學的全面理想，甚至誤導學生對於歷史學科知識的屬性及其價值的認識。觀察當今數位時代資訊科技對教育所帶來的影響，其技術與使用方式的許多特性，對於歷史教學困境的解決與理想的追求，或能有所助益。本文試以個人多年參與教育部數位融入教學計畫的機會，就執行計畫的實務經驗，提出一些不一樣的歷史課程教學策略，冀能以此拋磚引玉，再進一步思考中小學歷史教學方法創新的最大可能。

The pedagogy of most of the history teachers in both high and elementary schools in our country is teacher-centered lecturing. In this way of teaching, students obtain mainly cognitive ability, rather than psychomotor and affective one. Sometimes pedagogy of lecturing even misleads students on values of history. Since the domains of education has tremendously been influenced by digital technology, it could be a positive shift to teach history with digital aids. In this paper, a non-traditional history pedagogy is proposed under the author’s years of participating in research projects of Ministry of Education and practical experiences of executing them. Based on the research results, history teachers in high and elementary schools may be given different insights to make necessary improvements.