誰的生活經驗？九年一貫課程“自然與生活科技”領域原住民生活經驗教材探討

Whose Life Experience? Native Science Curriculum and Instruction in Grade 1-9 Curriculum Reform

傅麗玉(L. Y. Fu)

《原住民教育季刊》 31期 (2003/08) Pp. 5-26

摘要

在九年一貫課程強調「課程設計應以學生爲主體，以生活經驗爲重心」的理念中，原住民中小學的科學課程發展應更能以原住民中小學生的生活經驗爲中心。本文首選科學學習、課程以及科學師資培育，討論九年一貫課程改革中當前原住民中小學生在「自然與生活科技」領域教材，並以「九年一貫課程暫行網要」的「自然與生活科技」學習領域教材內容的部份單元概念爲例，以原住民的部份生活經驗爲基礎，提出教材教法、學習模式與師資培育的建議。並有原住民生活經驗中的科學教材教法示例一則：泰雅族竹口簧琴的物理原理

關鍵字

九年一貫課程 ； 原住民教育 ； 多元文化科學教育

並列摘要

Several researchers have claimed that socio-cultural concepts and rituals that surround natural phenomena can shape students' conceptions in the learning of science However, the conceptions held by native students arc typically ignored or purposefully denied in the traditional teaching of science at school. Trends in science education have determined that the native science curriculum and instruction should situate the students' learning of science in its appropriate socio-cultural contexts, including the students' lifestyles and traditions. Over the past two decades, in other countries, many sets of programs, guidelines or frameworks have situated native students' learning of science in the native socio-cultural contexts.
Grade 1-9 Curriculum Reform in Taiwan has focused on developing school-based curriculum with community participation and integrated curriculum design as critical components in effective learning. Within the framework of Grade 1-9 curriculum Reform native science curriculum and instruction can accommodate multiple socio-cultural context, lifestyles and traditions as well as the participation of community The study argues that the framework of Grade 1-9 Curriculum Reform develops the native science curriculum and instruction according to native life experience in native socio-cultural contexts, Examining the primary issues in native science education in Taiwan, relevant research, the philosophy of the Grade 1-9 Curriculum Reform ,and other countries' experiences, this study proposes suggestions for use in the science curriculum and for the instruction of native students in Taiwan. A learning unit is also presented to illustrate a concrete process within a socio-cultural1y orientated science curriculum and instruction for native students, The unit teaches concepts around sound waves by using indigenous tribes' traditional musical instruments

並列關鍵字

nine-year integrated curriculum ； native education ； multicultural science education