阿美族鄉土文化教材之實施及其相關問題研究－以邦查國小為例

A Study on the Implementation of Ami Indigenous Culture Teaching Materials and Related Problems - The Case of Pangcah Elementary School

劉唯玉(Wei-Yu Liu)

《花蓮師院學報》 13期 (2001/10) Pp. 203-231

摘要

本研究旨在1.了解阿美族鄉土文化教材之內容；2.了解八十七學年度邦查國小阿美族鄉土文化教材實施之歷程；3.了解阿美族鄉土文化教材實施時所遭遇之相關問題並探討其可能之解決方法。
為達到上述研究目的，研究者分別以內容分析、論域分析、參與式觀察、訪談、文件蒐集和問卷調查進行本研究。
研究發現如下：
一、在理念部分，本教材實施的最大困難在於邦查國小師生皆無法完全肯定原住民鄉土文化教材的價值。他們無法肯定本教材實施的主因在於幾個看似衝突概念之間的矛盾與混淆，分別是「國際化」對「本土化」、「同化」對「多元化」、「認同」對「生存」等。除非能夠釐清這幾個概念，否則原住民鄉土文化教材仍很難在國小教育中落實。
二、阿美族鄉土文化教材隱含有父權意識型態，並有避免呈現負面、衝突和困境，標題和內容不符，以及母語標注系統不一致等疏誤。在實施部分，大環境所看到的是不斷變動之課程改革政策與虛化之鄉土教材教科書。鄉實際教學部份，發現教師對教材陌生，教學重陳述，強調記憶與背誦，少有比較、評論或價值澄清。經過一個學期的教學，學生對於自己本族的看法不是太樂觀積極。
三、整體而言，阿美族鄉土文化教材之實施至少有以下幾個問題：1.本鄉鄉土教材課程優先於原住民鄉土族群文化課程，原住民學童在學校仍無法學到自己的族群文化；2.教師在教導鄉土教學時，相關之教學專業知能不足，影響教學效果；3.想讓一個民族明白自己文化的根，使他們有自信，但卻只提供單一課程，則其功用有限。
最後，本研究並針對上述研究發現提出討論與建議。

關鍵字

阿美族鄉土文化教材 ； 原住民教育

並列摘要

The study aims to explore the process of employing Ami indigenous culture teaching materials in Pangcah elementary school. Content analysis and discourse analysis were conducted. Participatory observation and interview were also employed.
Findings include:
1.The most difficult thing for implementing Ami teaching materials is that the staff and students were unconvinced of their values. The Ami indigenous culture teaching materials cannot be successful implemented unless people can clarify the concepts of “internationalization vs. localization”, ”assimilation vs. diversification”, and “identification vs. survival”.
2.In the contents of Ami indigenous culture teaching materials, there is fatherhood ideology hidden in these teaching materials. Additional mistakes include the avoidance of negation, conflicts and dilemma, the incompatibility between title and content, and the inconsistent phonetic symbol systems of labeling Ami indigenous language.
3.The implementation of the Ami indigenous culture teaching materials was conditioned by the unceasingly changing curriculum policies, inefficient use of textbooks, and the ignorance of abundant Ami culture existing in the Pangcah village. In the instructional process, time is very limited, and the teacher did not perform very well. In the end of the semester, students did not develop positive attitude toward their own culture.
Overall speaking, the implementation of Ami cultural teaching materials encounter at least the following problems: 1) the local mainstream curriculum takes precedence over the Ami cultural curriculum, thus precludes the absorption of their own culture by the Ami school children. 2) The effect of special instruction is usually offset by teachers’ lack of the specialized pedagogical knowledge. 3) It is virtually impossible to restore self-confidence of the indigenous race through the implementation of one single subject’s curriculum. Doing so would undoubtedly produce limited effect.

並列關鍵字

Ami indigenous culture teaching materials ； indigenous education