體驗式寫作融入原住民文化課程對原鄉小學教學成效之行動研究

本研究方法係採行動研究法，課程目標為利用體驗式寫作融入原住民文化課程增加學童對原住民事物的瞭解、建立正向的原住民印象。以臺中市的一所原鄉小學四年級學童為研究對象，進行三個單元的教學活動。本研究運用自編的原住民文化課程進行教學，課程中融入體驗式活動。在教學過程中發現實施困難處及思考改進之方法，並探討如何運用原住民文化課程增加學童對原住民事物的瞭解、建立正向的原住民印象。本研究的結論為：一、實施體驗式寫作融入原住民文化課程所遭遇的困難獲得解決。二、運用體驗式寫作融入原住民文化課程能提升教學成效。（一）提升學童對原住民事物的瞭解。（二）建立正向的原住民印象。三、實施體驗式寫作融入原住民文化課程教學活動，有助於研究者在教學歷程中的省思與成長。

關鍵字

體驗式寫作；原住民文化；原鄉小學

並列摘要

The purposes of this action research was to examine the effect of implementing experiential writing integrating with indigenous culture teaching to enhance students’ understanding and to establish the positive impression to indigenous cultures. The subjects in this action research were fourth-grade students in an indigenous elementary school in Taichung City. They had participated indigenous culture teaching activities during six weeks project. The indigenous culture teaching activities were designed by the researcher, and were integrated with experiential activities. During the period of this action research, the researcher tried to find solutions to solve the difficulties encountered in the research. Besides, the researcher investigated how to use the indigenous culture teaching and experiential activities to enhance students’ understanding and establish the positive impression to indigenous culture. The conclusions of the research were summarized as followings: 1. The difficulties during the research of teaching activities of experiential writing integrating with indigenous culture had been solved. 2. Teaching activities of experiencing writing integrating with indigenous culture can enhance teaching effect. a. Teaching activities of experiential writing integrating with indigenous culture can enhance students’ understanding to indigenous cultures. b. Teaching activities of experiential writing integrating with indigenous culture can establish students’ impression to indigenous cultures. 3. Teaching activities of experiential writing integrating with indigenous culture promoted the researcher’s reflection and professional growth.