社區資源運用於原住民族教育活動之研究—以東埔國小為例

The Research on Utilizing Community Resources in Aboriginal Ethnic Education Activities—DungPu Elementary School as an Example

史秀琴(Hsiu-Chin Shih)

指導教授 ： 張桓忠

中臺科技大學/護理學院/文教事業經營研究所/碩士(2012年)

摘要

本研究方法是以行動研究的方式，採用質性方式探究，旨在設計與發展一套社區資源運用於原住民族教育活動課程，並透過問題分析、界定問題、擬定策略、課程設計、課程實施之行動研究歷程，設計出適合南投縣布農族地區東埔國小的原住民族文化教育課程，以便提升學童族群認同感以及自信心，並促進學習成效。在教學實踐方面，教師首先確立教學的信念與課程實施重點，接著根據學生生活經驗、布農族文化與社區資源為基楚的教學設計，統整語文、社會、藝術與人文等學習領域教材，同時考量學生先備知識設計多元社區生活主題探究活動，以達成培養學生對族群文化的認識，並增加學生、家長參與學習的目標。最後獲致主要的結論是：民族教育活動課程建構應以社區為核心，部落是文化的沃土，並可由教師層面、學校經營層面、社區資源運用層面等三方面探討。本研究最後根據研究結論針對相關單位、學校及後續研究等方面建議。

關鍵字

民族教育課程 ； 原住民族教育 ； 行動研究 ； 社區資源

並列摘要

It is a qualitative action research, which aims at designing and developing a set of utilizing community resources in aboriginal ethnic cultural education curriculum. Through problem analysis, problem defining, strategy figuring, curriculum implementation and curriculum evaluation, we can set up curriculums that are suitable for the DungPu Elementary School students in Bunun tribe region in Nantou, and promote their identity, confidence, learning motive and learning. On the curriculum design, the class teacher first clarified her teaching ideologies and the foci of the pedagogy. The contents of teaching materials included teaching design based on the student’s life experience, community resources and Bunun traditional culture. And puts together all related teaching materials appeared in the books for such courses as literacy, society, art and humanities. In the meanwhile, the student’s background and knowledge were imbedded in the multicultural and the probing of social lives of the neighborhood—the activities intended to cultivate the students’ knowledge of ethnic cultures and enabling them to participate in learning. The research that I did is qualitative research through the use of semi-structured interviews, participant observation and literature review addressed the following issues: construction of national education curriculum should be the core of the community and the tribe. The main challenges to effective ethnic education curriculum development are vague policies and lack of long-term plans, qualified teachers and insufficient ethnic and cultural awareness. The results of the research are offered in three areas for the benefit of the Ministry of Education, aboriginal schools and future.

並列關鍵字

aboriginal ； action research ； community resources

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