新創跨領域文化轉譯課程「餐桌上的淡水文化旅行」之觀察研究

因研究者面臨成立教師團隊設計一門將觀光專業融入地方文史的跨域課程，課程需要兼顧「議題」、「敘事」、「跨領域」與「專業」等多元目標，且能夠培育學生「文化轉譯」的能力，這對研究者來說，是未曾經歷過的挑戰。本研究藉由課程發展脈絡與實踐全貌的再現，探討跨域教學與學生文化轉譯能力之間的關係；又藉由研究者的自我行動經驗敘事與反思，釐清研究者在教學現場中會遭遇的挑戰與實踐之後的啟發。研究發現，以文史知識與當代議題作為課程主題，並透過踏查、共學、體驗與實作，兼顧問題、情境與概念，確實有助於學生的出席率、學習動機與學習成效。另外，除了謹慎選取合適的課程設計輔助工具之外，如能同時採用「知識－方法（設計思考）－能力」的課程設計架構，與「專業課程導師」的銜接，確實有助於融合多目標的跨域課程設計，與多位教師共授所需的共識建立還有教學成效。最後透過期末的餐桌策展，總結學生的學習成效，發現學生不論在食物設計與口頭敘事，都展現了習得的歷史知識與文化轉譯的成果。據此增強了研究者的自我效能，並更具信心面對跨域課程的挑戰。

關鍵字

文化轉譯；跨領域；食物設計；敘事；課程發展

並列摘要

Due to the fact that the researchers were required to organize faculty team to design a course with objectives including theme, narrative, interdisciplinary and professional to develop students' ability of culture translation. This brings a huge challenge to the researchers. By the narrative analysis in action research and the representation of the whole picture of curriculum development and practice, researchers hoped to understand the relationship between the interdisciplinary curriculum and students' culture translation abilities. In this project, the researchers also wanted to figure out the possible difficulties and inspirations by self-narrative analysis. The results of this study showed that it was effective to the attendance rate, motivation, and learning outcome when taking the local history and contemporary issues as the subject of the curriculum. These include fieldwork, collaborative learning, experiential learning, and practice. Also, it was effective for the consensus building and instructional effectiveness for teachers in an interdisciplinary multi-objective curriculum if both the knowledge-method-ability framework and professional class teachers are adopted. Finally, it also showed that the learned historical knowledge and cultural translation ability of students by through the food design and by oral presentations in the final curation of dining table. In this study, the researchers find out that teachers are more confident to deal with possible struggles and to face challenges in the development of interdisciplinary courses.

並列關鍵字

cultural translation ； interdisciplinary ； food design ； narrative ； curriculum development

參考文獻

Ashby, I., & Exter, M. “Designing for Interdisciplinarity in Higher Education: Considerations for Instructional Designers.” TechTrends, vol. 63, no. 2, 2019, pp. 202–208. SpringerLink, doi.org/10.1007/s11528-018-0352-z.

Chiaro, D., & Rossato, L. “Introduction: Food and translation, translation and food.” Translator, vol. 21, no. 3, 2015, pp. 237–243. Taylor & Francis Online, doi.org/10.1080/13556509.2015.1110934.

Feher, K., et al. “Promoting the future of innovative higher education through thousands of master’s programmes.” Society and Economy, vol. 44, no. 1, 2022, pp. 46–64. AKJournals, doi.org/10.1556/204.2021.00019.

Holley, K. A. Interdisciplinary Curriculum and Learning in Higher Education. Oxford University Press, 2017, doi.org/10.1093/acrefore/9780190264093.013.138.

Lewin, K. “Action research and minority problems.” Journal of Social Issues, vol. 2, no. 4, 1946, pp. 34–46.

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