我國即將於民國九十學年度起實施九年一貫課程,在此課程中,以培養學生的生活能力為主要目的,以發展學校本位課程為重點。在發展學校本位課程中,當以鄉土教材為主題學習的主要內涵,換言之,就是將課程鄉土化。鄉土教育的內涵包括知性、情意和藝能的教育,已在台灣國民教育中逐漸受到重視,未來的九年一貫課程中鄉土教材所佔的比重必將更為提高。鄉土教材的編輯方式隨教材使用目的不同而異,本文將鄉土教材的編輯方式依使用的目的分為傳統教材、景點教材、課題教材三大類,並說明此三類方式編輯的要點。鄉土教學方法也依教學的場所不同,可分為室內、戶外的教學方法。為了配合週休二日的實施,提供親子互動的機會,筆者近年極力提倡親子自導學習的方式,供教師教學之參考。
The main purpose of the nine-year curriculum, to come into force next semester, is to increase students' living abilities. In order to achieve this goal, each school should develop the school-based curriculum with teaching material mainly relating to the homeland. In other words, the curriculum should be localized. This paper proposes three types of structure and content of the localized curriculum for different practice purposes. Some teaching methods in different teaching locations are also recommended.