國小高年級學童寺廟鄉土教學及其成效之檢測

Study on the Implementation of Native Education of Temple into Elementary Senior Grades Curriculum

張瑛純(Ying-Chun Chang)

《國立臺灣博物館學刊》 61卷3期 (2008/09) Pp. 19-54

摘要

台灣的寺廟是信仰中心、是藝術的殿堂、是博物館的縮影， 更是尋根之源。本研究以唭哩岸慈生宮為例，運用田野調查的教學資源，設計四個單元的鄉土課程，並以台北市北投區某國民小學五年級學童分為實驗組( 27名)及控制組( 27名) 實施教學。實驗組班級藉由室內解說結合實地教學，並採用參與、活動等多元方式進行教學;控制組班級則按一般教學方式正常上課。再以「鄉土知識測驗」及「鄉土學習態度量表」分別對實驗組及控制組進行前測、後測，並分析在鄉土課程中實施寺廟鄉土教學與末實施者學習成效之差異。最後輔以研究者之教學紀錄、觀察者之觀察紀錄、學生的學習單、學習心得表及學生訪談紀錄表等質性資料分析，進一步了解實驗組學童對寺廟鄉土教學課程的感想。研究結果發現:一、寺廟鄉土教學， 有助於提高學生認識家鄉文化的學習興趣。二、寺廟鄉土教學， 有助於提升學生的鄉土認知能力。三、寺廟鄉土教學，有助於提升學生的鄉土，情懷。四、寺廟鄉土教學對學生的鄉土知識、鄉土學習態度之學習成效皆有顯著的影響，亦即接受本研究實驗教學後，實驗組學生在鄉土知識及鄉土學習態度之學習成效皆優於控制組。五、寺廟的教學資源豐富，適合作為鄉土教育的教學場所。

關鍵字

鄉土教學 ； 寺廟 ； 慈生宮 ； 唭哩岸

並列摘要

Temples are the center of religious belief, the palace of art, the resources of heritage, and the epitomes of museums. The purpose of this study was to investigate how the instruction of temple culture would influence students ' cognition and learning attitude toward native education. Sourcing from the Tsz-sheng Temple located in Kiligan, Taipei , the researcher investigate d the teaching resources and developed an instructional program containing four units for native education of temple. The participants in this study were 54 fifth graders from an elementary school in the north of Taipei. They were assigned as the experimental group, who received native education of temple through indoor lectures and field instruction with multiple activities. They were also assigned as the control group , who received regular instruction only. The Cognition Test of Native Education and the Native Education Learning Attitude Scale were administered to both groups of students before and after the program to compare the difference of their performances on cognition and learning attitude. In addition, supplemented qualitative data were collected to further understand how the students perceived the native education of temple. These data included the researcher's instruction records, field notes of observations, students' work sheets, students' reflexive learning journals, and the transcription of interviews with the students. Based on the results, the conclusions were drawn as follows: 1. Native education of temple promoted students' interest in learning native culture. 2. Native education of temple increased students' cognition of native culture. 3. Native education of temple enhanced students' affective domain toward native culture. 4. There was significant difference in cognition and learning attitude toward native education between the groups with or without native education of temple instruction. Namely, the students in the experimental group outperformed the students in the comparison group on the cognition and learning attitude toward native education. 5. With ample teaching resources, temples are appropriate fields forimplementing native education.

並列關鍵字

native education ； temple ； Tsz-sheng Temple ； Kiligan