賽德克族織布文化傳承教與學之研究

本研究以賽德克族織布文化傳承教與學之研究，透過參與文化活動的不斷學習、自我培養，進而加深對自我族群與文化的認同，才會懂得學習保存以及開創族群永續發展的生命力。本研究採用質性研究方式深度訪談法及立意配對取樣方法：三位織布工藝師，六位織布教與學，共九位願意接受訪談者做深度訪談，九位受訪者雖從小就接觸、參與、認識賽德克族的織布文化，但真正用心投入教學與學習的歷程年資則3到25年不等，教學者年齡層介於50至60歲不等，學習者則為30至65歲不等之婦女，從其訪談資料歸納賽德克族織布文化教與學之研究分析後，獲致主要結論敘述如下。一、投入文化傳承中教與學之動機多重，包含從文化傳承使命與文化認同、個人心理需求、受到外界影響三個面向，皆與文化認同、個人興趣有密切關聯。二、文化傳承的教與學歷程中，如何獲得文化內涵的豐富收穫，與成人教育之教學模式、自我學習的方法有關，而清楚吸收無形文化內涵與有愉快學習經驗者皆都願意永續傳承織布文化。三、投入文化傳承教與學的過程所面臨的挑戰，其態度的調整是影響與改變個人生活及文化傳承的重要因素。四、投入文化傳承教與學的成功經驗，促成個人生命觀點蛻變，對個人生活及文化傳承帶來影響及改變。研究者根據研究結果與發現，本節將對教學者、學習者、政府相關單位提出具體可行的建議。

關鍵字

賽德克族；織布文化傳承

並列摘要

This study focuses on the teaching and learning process of Seediq weaving culture inheritance, probing into the teaching and learning of weaving culture inheritance of Seediq Tribe. Through continuous learning and self-cultivating by participating the cultural activities, the group can deepen their ethnic and cultural identity, so as to learn to preserve and create the vitality for sustainable development of the ethnic group. This study adopts the qualitative research method of in-depth interviewing and purposive sampling. There were a total of nine interviewers, three weavers, and six weaving learners. Although they have been familiarized with, participated in, and learned about the Seediq weaving culture since childhood. However, the years of teaching and learning that they devoted themselves to, ranged widely from 3 to 25 years, and the age of the teachers ranged from 50 to 60 years old, while the learners ranged from 30 to 65 years old. After summarizing the data from the interviews and analyzing the teaching and learning of the Seediq weaving culture, the conclusions are summarized as follows: 1. There are various motivations for teaching and learning of cultural inheritance, including the mission of cultural inheritance and cultural identity, personal-psychological needs, and external influences, all of which are closely related to cultural identity and personal interests. 2. In the teaching and learning process of cultural inheritance, how to obtain the richness of cultural connotation is related to the teaching model and self-learning method of adult education, and those who fully absorb the intangible cultural connotation and have the pleasant learning experience are willing to preserve the culture of weaving in a sustainable way. 3. The adjustments of attitudes are important factors that affect and change one’s life and cultural inheritance while facing challenges during the process of teaching and learning cultural inheritance. 4. The successful experience of teaching and learning in cultural inheritance has led to the transformation of one’s perspective on life, influenced and changed one’s life and cultural inheritance. Based on the results and findings of the study, the researcher will propose several suggestions for the educators, the learners, the educational authorities, schools, community colleges, tribal universities, tribal classrooms, and future research.