文化為本的澤敖利泰雅語族語教學設計── 以苗栗縣泰安鄉一所小學為例

本論文研究苗栗縣泰安鄉南三村部落澤敖利泰雅語傳統生活與語言現象。目的在設計一本以國小一年級學童為研究對象，並探討出符合在地文化之族語教學設計。研究方法中除了檢視公版九階教材是否具備足夠泰雅傳統文化層面外，也透過田調找回泰雅北勢群生活文化脈絡。又以兒童發展理論為基礎，十二年國教核心素養為依據，進而發展出適合富含傳統文化，且符應在地語言文化需求之澤敖利泰雅族族語教學設計。第一章為緒論，包含前言、研究背景與動機、研究目的與問題、泰安鄉大安溪流域北勢群泰雅族群領域的分布與現況、泰雅語方言別的介紹。第二章為文獻探討與回顧，依據《原住民基本法》看見民族教育的內涵就是要紮根於文化上，並透過皮亞傑「兒童認知語言」為理論支持，發展出苗栗縣泰安鄉一所小學的民族課程內涵。第三章為研究結果，以分析九階教材內容、田野調查的方式蒐集在地文化與方言差異的資料。第四章為教材編輯與教學設計，以泰雅族歲時祭儀的時間為主軸，符應十二年課綱核心素養來編輯一本符合泰雅族生活及在地文化情境之族語教教學設計。第五章為結論與建議，統整性的分析並提出本論文的研究限制、未來研究方向，以及對族語相關政策的建議。

關鍵字

澤敖利泰雅語；族語教學設計；文化為本；大安溪流域

並列摘要

This study investigates traditional life and dialectal variation of S'uli Atayal in Nansan villages of Taian, Miaoli with an aim to produce a textbook full of local culture contents and suitable for the first grade students of elementary school. In the study, the researcher not only examines whether the 9-Level Textbooks adequately present Atayal traditional culture but also trace the cultural context of Atayal Mpaynux Tribe via fieldwork. This study develops a Suli Atayal language textbook full of traditional and local culture on the basis of child development theory, with the background of core competencies of 12-year compulsory education. The first chapter includes preface, study background and motive, research purpose and main theme, focusing on the distribution and current situation of Lyung Penux of Atayal group in Tai'an township, other introductions to Atayal dialects. Through the literature review in Chapter 2, we realize that a textbook suitable for experimental education should take its root in culture and children’s cognitive development. In the third chapter, the researcher designs a textbook for Atayal language learning that matches Atayal lifestyle and local culture according to the Atayal ritual timeline after the analysis of 9-Level Textbooks, fieldwork, with the elderly for material-collecting and information on differences in local culture and dialects. The fourth chapter reports the elements and teaching design of the resultant textbook that is for suitable fore first grader to learn language under cultural contexts, meeting the requirment of the new Twelve-year Curriculum. Chapter 5 concludes the study, reports the limitation, and puts forth suggestions for further studies and policy making.