原住民族知識融入原住民族幼兒課程之初探

The Study of Inclusion Indigenous Knowledge into Preschool Curriculum

張耀宗(Yao-Chung Chang)

《兒童與教育研究》 14期 (2019/08) Pp. 47-72

摘要

本文將試著從知識係人為的建構，知識觀點的形成是受社會文化所影響的角度出發，並從認同的角度切入，將原住民族知識藉由課程組織的模式融入幼兒課程，以形成多元的知識論述，讓幼兒能接觸到不同文化的知識觀點，進而尊重多元觀點。另一方面，原住民族知識也可協助原住民族幼兒強化自身的認同，並和其他族群之知識作一對話。

關鍵字

台灣原住民族 ； 原住民族知識 ； 幼兒課程

並列摘要

The aim of this article is to inquire how human to construct knowledge, and the formation of knowledge perspective is influenced by the perspective of social culture. From the perspective of identity, that indigenous knowledge is integrated into the early childhood curriculum is important. It can form multiple discourse and help young children touching different knowledge, and to respect multiple cultural viewpoints simultaneously. On the other hand, it can improve young children's identity through indigenous knowledge, and make dialogue with the other knowledge of ethnic groups.

並列關鍵字

indigenous peoples ； indigenous knowledge ； preschool curriculum