從學生觀點看不同教學設計在原住民族教育議題融入高中地理課程單元之研究

原住民族文化是臺灣文化的重要核心，在現行的十二年國民基本教育課程綱要中，多元文化與國際理解為新課綱所標舉的核心素養之一。原住民族教育議題為108課綱新增的重要教育議題，明列促進學生認識與尊重原住民族歷史與文化，亦即原住民教育議題之教學應以全體學生為對象，但目前對於非原住民學生的融入教學研究仍十分有限。因此本研究採用原住民族教育議題融入高中地理科正式課程的方式，旨在了解不同的教學活動設計，對學生在原住民族文化之情意態度與學習興趣上的學習成效。本研究實驗教學實施對象為北部地區一所社區型普通高中一年級的五個班級學生。控制組一個班，採用講述教學法；實驗組四個班再分為兩群，在實驗組-I採用同校原住民藝能專班學生作品為素材，在實驗組-II則邀請原住民專班學生直接入班分享。實驗教學單元為課綱中高一地理科臺灣的原住民族與南島語族條目，每班皆為2課時。課程進行前後皆請學生填答半結構式問卷，並輔以教師課堂觀察，填答結果進行統計分析。又，研究期間因嚴重特殊傳染性肺炎（COVID-19)疫情影響，改為線上教學以及線上填寫問卷。研究結果顯示教師設計教學活動進行原住民族教育議題融入在教學上更能提升學生的情意態度與學習興趣。主要發現為：(1)實驗學校高一學生對於原住民族文化相關的印象，主要是來自該校例行安排的原住民週活動，但該活動屬於原住民族文化的單向介紹，缺乏互動交流；(2)實驗組-I有三分之一學生表達想進一步了解原住民族文化，顯示藉由靜態閱讀原住民學生個人故事三摺頁作品的方式，能夠提升學生的學習興趣；(3)實驗組-II除了想進一步了解原住民族文化，還有一半以上學生表達想與原住民專班學生交流，顯示原住民學生進入普通班分享的形式，提供面對面聆聽彼此如何詮釋原住民族文化的更深刻交流機會，喜歡原住民學生的個性，教學成效更為顯著。雖然高中社會領域學習內容已經包含原住民族教育議題的部分內容，但若僅以講述客觀知識的方式教學，對提升學生的情意態度有限，本研究認為，若能讓一般學生接觸到原住民學生如何觀看或述說己身文化，則可有效提高學生持續關注原住民族文化的意願。例如，邀請同校原住民學生為教學夥伴，創造與非原住民學生面對面交流的機會，或採用原住民高中生作品為教材。若欲設計深刻的原住民族教育議題融入正式課程的教學活動，教師和原住民夥伴學生最好能共同備課，如此參與教學的原住民族學生和非原住民學生均將受益。

關鍵字

原住民族教育議題融入；原住民藝能專班；高中地理；真人圖書館；線上教學

並列摘要

Indigenous culture is an essential element of Taiwanese culture and the ‘Indigenous Education Issues’ is newly added to the current 12-year national basic education curriculum to promote students' understanding and respect to the history and culture of the indigenous people. The learning contents of the senior high school Geography and History cover some topics of Taiwanese indigenous culture, however, are usually taught as facts with the “traditional” lecture method. The current research for integrating Indigenous Education Issues into subjects for non-indigenous students is still very limited. Therefore, this research aims to develop various unit instructional activity designs on integrating Indigenous Education Issues into high school geography to improve the non-indigenous students’ attitude towards indigenous people and their cultures. The unit selected for integration was ‘Taiwan Indigenous and Austronesian’ in Geography textbook Book One. This study was conducted in a general high school in northern Taiwan. Five first-year classes were invited, and their geography course was taught by the current researcher. One class, as the control group, was instructed by the lecture method; the other four classes, as the experimental group, were further divided into two groups (Group-I and Group-II). In experimental Group-I, students were provided the leaflets created by indigenous students from the same school. In experimental Group-II, indigenous students were invited to the courses and shared their leaflets. The course was instructed online due to the COVID-19 epidemic, and was 2 hours in length for each class. Before and after the course, all participating students were asked to fill in an online questionnaire. As for the quantitative data, this study uses Microsoft Excel and uses IBM SPSS Statistics 22 version, analysis of variance (ANOVA), and an independent sample t test for further statistical analyses. The main findings were: (1) The image of the first-year students of the experimental school on indigenous people and culture were mainly from the Indigenous Week, the annual activity arranged by the school. (2) One-third of the students in the experimental Group-I expressed their desire to learn more about the indigenous culture. It shows students' interest in learning could be enhanced even only by reading the indigenous students’ work - the leaflet. (3) For Group-II, more than half of the students expressed a desire to interact with students of the indigenous class and would love to learn more about indigenous culture. This indicates that the face to face communication, even virtually, and the authentic feeling of indigenous students’ personality has more significant effect on students’ attitude towards indigenous people. This study shows to expose the non-indigenous students to the indigenous culture or issues through their fellow indigenous students’ experience or even indirectly through their work is effective on improving non-indigenous students’ affective attitude. At the same time, the indigenous students also benefit a lot through sharing their own understandings about their communities and culture to their colleagues. It is also worth to mention the well preparation of the indigenous students on the cultural competienc is essential for a successful interaction with non-indigenous fellow students.