日治時期公學校臺籍教師的「教育信念」在課程與教學上的實踐之探究：以劉煥文為例

An Investigation of how Taiwanese Teacher Liu Huan-Wen Put his ＂Educational Beliefs＂ into Practice in Curriculum and Instruction in a Public School during the Japanese Colonial Period

蔡元隆(Yuan-Long Tsai) ； 陳佳慧(Jia-Hui Chen)

《南台人文社會學報》 26期 (2022/05) Pp. 1-31

摘要

本文旨在探討日治時期公學校臺籍教師劉煥文的「教育信念」在課程與教學上的實踐作為。本研究採用口述歷史方法，針對四名日治時期受教於劉煥文的學生取得口述資料，並輔以《臺灣日日新報》、《西螺鎮志》、《文昌情．教育心─慶祝創校百週年紀念特刊》等地方文獻及書籍作為研究工具。經綜合歸納與分析後有兩個結論：一、從劉煥文老師的案例中，透過其生平的介紹與瞭解，除了知悉其踐行「隱性抗議」的理念外，教育信念─「教育愛」更貫穿整個教師生涯，也深深影響他日後的教學信念與作為。二、在課程與教學上的實踐作為中，（一）課程上：他透過對課程教材的察覺與質疑，催生臺灣囝仔的課程意識覺醒，進一步對課程內容進行反省與批判，讓師生間不斷進行對話，彼此可以互相反饋；（二）教學上：他透過教學策略的運用，讓囝仔可以透過實物進行直觀學習，或是運用創造力與聯想力進行聯想法的學習。由此可知悉他的教學信念是以啟迪學生智識與反思為依歸，讓每個學生都可以學習獨立思考並進行探究，更有機會透過教育進行社會流動。

關鍵字

劉煥文 ； 教育信念 ； 教育愛 ； 隱性抗議 ； 教學實踐

並列摘要

The purpose of this study was to investigate the ＂educational beliefs＂ of a Taiwanese teacher, Liu Huan-Wen, and how he put them into practice in curriculum and instruction. Liu was a Taiwanese teacher who taught in a public school during the Japanese colonial period. The study adopted oral history methods by collecting oral data from four of his students. These were supplemented with detailed examination of some important references and books, including issues of the ＂Taiwan Daily News,＂ ＂Xiluo Zhen Zhi,＂ and ＂Love of Wen Chang and Heart of Education-the Special Issue of the Celebration of the Centennial of the Founding of the School.＂ After a comprehensive analysis, there were two findings. Firstly, after introducing and understanding Liu's background, it is revealed that he not only recognized ＂hidden protest＂, but also practiced this idea in his teaching. Furthermore, ＂pedagogical love＂ played a vital role and had a great impact on his teaching beliefs and practices. Secondly, Liu's teaching beliefs were fully revealed in his curriculum and teaching. With regard to curriculum, he led students to reflect upon and criticize the curriculum, through his own awareness and questioning of their learning materials. Through interactive dialogues, the teacher and students engaged in rich reflection that drove the Taiwanese children's awareness of the curriculum. With regard to instruction, Liu applied a variety of teaching skills, such as intuitional instruction, in order to help Taiwanese children learn directly from physical objects. He also had children apply their creative and associative ability to engage in associative learning.

並列關鍵字

Liu, huan-wen ； educational belief ； pedagogical love ； hidden protest ； teaching practice