從「意識」 到「認同」－論台灣鄉土教育的建構

From "Consciousness" to "ldentity"-The Construction of Native Education in Taiwan

姚誠(Cheng Yao)

《課程與教學》 3卷3期 (2000/07) Pp. 1-16+161

https://doi.org/10.6384/CIQ.200007.0001

摘要

近年來各領域的專家與學者們皆認為在現在的教育體系中，鄉土教育有其不可或缺的重要性，並提出各項推動的策略，期盼在朝野的努力之下，能以鄉土教育活化台灣教育上的僵化現象，在課程和教學上使學校、社區有更密切的互動，也給師生有更寬廣的創意空間。本文即以「意識」和「認同」兩組分析概念，對鄉土意識和鄉土認同予以詮釋，並據此提出台灣鄉土教育的建構路徑與發展線索，最後在結論中歸納五大分析要項與七大推動策略作為總結。

關鍵字

意識 ； 認同 ； 鄉土 ； 鄉土教育 ； 鄉土意識 ； 鄉土認同

並列摘要

Recently, many experts and educators from various fields concluded that native education is very important in the current educational system. They proposed several strategies to enliven the othevwise stiffened education. Close interaction between school and communities in curriculum and instruction provided teachers/ students a wider creative space. This article attempts to explain the native consciousness and native identity based on the two analytic concepts - consciousness and identity. Then, it analizes native education in Taiwan. The conclusion includes 5 analytic items and 7 motivational strategies.

並列關鍵字

consciousness ； identity ； native ； native education ； native consciousness ； native identity

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