部落地圖製作於提升都市原住民高中生部落連結意願之研究

隨著社會環境的變遷，在都市就學的原住民學生日益增加。雖然原住民族教育議題愈來愈受重視，但是在都市主流文化環境中學習的原住民學生，是否有課程著眼於促進學生與原鄉部落的連結，非常值得關注。為探討學校課程如何增進都市原住民學生與部落的互動、提升對部落的認識與情感，本研究與臺灣北部地區一所普通高中的原住民專班合作，開設一門兩個學期共33時的課程，並以認識原鄉部落為課程主題。在第一學期，主要以部落內常見的環境與人文議題作為案例，引導學生學習部落踏查的方法與技巧；第二學期引導學生製作一份屬於自己部落的生活地圖；寒假期間則設計作業，鼓勵學生返鄉進行踏查、蒐集部落相關資訊。課程設計具有以部落為本、強調實作、連結生活經驗等特色。　　本研究主要藉由對學生「部落生活地圖」作品內容與學習回饋表的分析，以了解學生的學習感受、技能表現以及課後的情意轉變。主要發現為：（1）以部落為本的課程設計，引導學生逐步完成自己部落的作品，可強化學生對於自身部落的歸屬與認同；（2）透過部落踏查作業設計，讓學生回到部落，會觀察與留意部落的空間配置與環境特色；（3）多樣的地圖影像使用，特別有助於對部落陌生的學生，逐漸熟悉部落環境而建立情感連結。藉由實作學習，多數學生對於部落連結關係從陌生進而產生熟悉感、歸屬感，少部分學生更產生較高層次的認同感，並萌生自己對於文化傳承的使命，提高關心部落與返鄉意願。　　都市原住民學生所處的主流社會並不利於族群文化學習，本研究發現，以學生自己部落為情境的課程模式，確實有助於學生反思身為原住民族的意義。這樣的課程，非常仰賴學校教師與各行政處室的支持，共同營造良好的文化學習氛圍，讓學生能夠安心的進行學習。而學生在主動探索、實作學習的過程中，經常向親友請益，也有助於強化家中的文化學習氛圍，則為意外的收穫。

關鍵字

部落為本；都市原住民學生；部落連結；文化回應教學；部落地圖；原住民族教育

並列摘要

As society continues to evolve, the population of indigenous students in urban areas is also growing. Despite increasing scholarly emphasis on indigenous education, it remains to be seen whether indigenous students, surrounded by urban mainstream cultures, have access to courses that foster connectedness to their tribal origins. In order to investigate how school courses could contribute to enhancing interaction between urban indigenous students and their tribal homelands, and improving their knowledge about and affinity with their tribal communities, the study partnered with an indigenous high school class in Northern Taiwan, and designed a double-semester course (in total thirty-three hours) on “learning about your tribal community.” The course for the first semester used common environmental and cultural issues in tribal communities as case studies to equip students with fieldwork skills to explore their communities. In the second semester, the students were asked to make a map of their tribal communities. During the winter vacation, the students were encouraged to visit their tribal homelands for fieldwork and data collection. The course design focuses on hands-on learning, and seeks to connect students to their ’ tribal origins. 　　In assessing students’ map projects and feedback to understand their learning outcome, the study made several findings: a) making maps on their tribal communities step by step gave students a sense of achievement and strengthened their ties and connectedness with their communities; b) the fieldwork project gave students opportunities to visit their tribal homelands and cultivate awareness of tribal space and environment features; c) the use of map images helped foster place bonding among urban indigenous students. The process of data collection helped advance the students’ understanding of their tribal communities, and motivated them to explore further. Most students experienced strengthened ties with their non-urban tribal communities, with increased familiarity and sense of belonging; few students even expressed a stronger sense of identity, assuming the responsibility to pass down cultural traditions and exhibiting heightened awareness to tribal issues and willingness to make more frequent visits. 　　Mainstream society offers urban indigenous students limited opportunities to learn about their tribal origins. The course developed for the study served to inspire the students to think about their indigenous identity while exploring their tribal communities. Indigenous cultures are a result of human-environment interactions, and tribal communities are important places where cultural traditions are practiced and passed down. Through the hands-on learning-oriented course, the students, who previously had limited knowledge of their tribal homelands and little chance to visit, were able to better understand their communities and motivated to care about tribal issues. They were also encouraged to make proactive inquiries and have discussions about their tribal roots with family members, which also helped improve parent-child relationships.