歷史的同情理解（historical empathy）往往被認知為理性的觀點轉換的能力，而其情意連結的面向則被忽略。實際上歷史的同情理解同時是認知與情意的，缺一不可。本研究從哲學與心理學領域，提出以自我導向、他者導向、雙觀點，以及基本與進階/重演之同情理解為概念架構，並以此架構進行兩個班級的個案教學分析。研究結果顯示（1）情意感染之於理解的重要，（2）歷史文本是否脈絡豐富影響學生採用基本或進階的同情理解能力，（3）歷史文本是否脈絡豐富影響其歷史判斷的能力。研究建議教師刻意訓練學生不同層次的歷史同情理解的能力，並能做道德判斷。

Historical Empathy encompasses both cognitive and affective components, despite the latter often being overlooked in its definition. Drawing on insights from philosophy and psychology, this study employs conceptual frameworks such as self-oriented perspective-taking, other-oriented perspective-taking, and dual perspective-taking, as well as basic empathy and advanced/re-enactive empathy, to analyze instructional cases on historical empathy. The findings highlight several key points: (1) emotion contagion plays a crucial role in understanding history; (2) context-rich texts are influential in shaping students' adoption of basic or advanced historical empathy; and (3) context-rich texts also impact the thoughtfulness of students' historical judgments. As a result, this research underscores the importance of deliberately cultivating students' ability to comprehend different levels of historical empathy and to make moral judgments in educational settings.