以地方為基礎之文化融入科學教育課程研究－以泰雅族和賽德克族傳統編織文化為例

本研究以地方為基礎的教育理論為課程架構，以賽德克族傳統織布文化為主題，設計原住民編織教學模組，建構以原住民文化為主體之教育模式。從模組設計、發展和實施過程中，瞭解融入在地文化，結合社區資源對於原住民學生在科學學習過程是否有所幫助。研究對象主要為13名國小六年級學童，教學模組共包含16堂課，蒐集資料包含學習成就測驗前後測資料、課程設計討論紀錄、教學影帶、課室觀察資料、學生學習紀錄、學生課後訪談、耆老訪談等。研究結果發現，原住民教師扮演了文化中介者的關鍵角色，教師對於原住民文化和西方科學知識的熟悉和瞭解，透過生活經驗的連結，可充分協助學生跨越文化邊界，也讓學習經驗較為正向。耆老和社區人士參與課程實施，清楚呈現原住民教學和目前學校教學方式有所差異，而原住民學生亦傾向體驗實作方式來學習。學生在學習成效方面，在知識層面，達到符合教學目標的學習成效，但在情意部分，學生雖對自己的原住民文化表現出高度認同和信心，也願意傳承編織文化，但談論到是否會將編織文化放入正式課程，部分學童卻產生猶疑，由此可觀察出學生仍對原住民文化是否能夠呈現於學校課程有所疑慮，這將會是未來進一步研究的重要焦點。

關鍵字

文化中介者；以地方為基礎的教育；原住民科學教育；編織文化；賽德克族

並列摘要

This research adopted place-based education as the curriculum framework and used Seediq traditional knitting culture as the main topic to develop indigenous science education modules. The core concept of the module is taking the culture of indigenous students into the consideration of curriculum design. An investigation was conducted to understand whether indigenous culture inclusive curriculum and connecting with the community resources can help students to have better learning effectiveness in science learning. Research participants included 13 sixth graders in an elementary school located in Nantou, and the teaching modules included 16 classes. Data collection included pre- and post-learning achievement outcomes, curriculum design discussion records, class observations, student works, after-class interviews with students, and interviews with elders. Research found that indigenous teachers who were familiar with two cultures played a vital role in assisting students with cultural border crossing from indigenous culture to western science, and helping students to have more positive learning experiences at school. The participation of elders and community members from the tribe clearly presented that traditional indigenous teaching methods differed greatly from what is currently done at school, and students preferred to learn by doing. In the process of integrating indigenous culture into curriculum design, it is critical to take traditional indigenous teaching style into consideration. Therefore, the activities of learning by doing or experiential instruction should be a critical part of the class. Research also found that students have achieved learning goals at the end of the class, and shown a high degree of cultural identity. However, some students reported that they would not like indigenous culture based curriculum integrated into school curriculum. This has led to more questions about how students perceive science curriculum. This will be an important question to research in the future.