國立臺灣博物館導覽志工學習經驗與脈絡之研究

A Study on Volunteer Interpreters’Learning Experiences and Context at the National Taiwan Museum

許珍瑋(Chen-wei Hsu)

指導教授 ： 陳佳利

國立臺北藝術大學/文化資源學院/博物館研究所碩士班/碩士(2009年)

https://doi.org/10.6835/TNUA.2009.00020

摘要

在博物館資源短缺的今日，導覽志工在解說導覽上的付出，已成為博物館中不可或缺的人力資源。本研究擬以導覽志工在博物館場域中的學習經驗與學習脈絡為研究主題，以國立臺灣博物館（以下簡稱臺博館）為個案，採半結構式訪談為主，參與觀察為輔的方式，研究導覽志工在臺博館中的學習經驗。研究結果顯示，志工選擇臺博館的動機與原因，最重要的是交通因素，其次是親友介紹，最後是臺博館教育層面的吸引力；而志工參與導覽的動機，包含了分享與教育推廣、吸收新知、服務的熱忱、自我的挑戰、反饋工作需求五個層面。在志工學習經驗方面，研究發現「知識來源與應用」、「主題脈絡的規劃」、「導覽經驗與教學相長」三者環環相扣，為臺博館志工導覽學習的主要歷程；而學習的內涵包括「自然史與臺灣本土議題」以及「情意智能與多元文化的人際交流」。

本文以Falk和Dierking的互動經驗模式作為思考導覽志工學習互動模式的依據。研究發現，各個脈絡間的交互作用皆會對志工的學習產生影響。其中，志工群體彼此的知識交流與學習氣氛，對志工的學習發揮極大的效用。而志工的多元興趣與學習需求，藉由彼此經驗之交流與釋放，獲得多元的思考、價值觀與人生觀。因此，研究者認為，導覽志工的學習經驗中，個人脈絡，社會脈絡、環境脈絡皆有其重要性，其中，又以社會脈絡影響最為深遠。

關鍵字

導覽志工 ； 志工學習歷程 ； 志工學習脈絡

並列摘要

Owing to the resource shortage, the service provided by volunteer interpreters has become an indispensable human resource to today’s museum. This research is a case study on National Taiwan Museum (NTM), focusing on the learning experience and context of volunteer interpreters. The research method mainly relies on semi-structured interview supplemented by participant observation to look into volunteer interpreters’ learning experience in NTM. According to the result, transportation is the first reason why volunteers choose NTM followed by the introduction of relatives and friends and the attraction of acquiring knowledge in NTM. Besides, the motive of participating in volunteer interpreting includes sharing and education, knowledge absorbing, service providing, self challenging and job needs. In the respective of learning experience, the research finds out that “applying knowledge”, “planning for topic context” and “increasing experience and learning by each other” linked to one another are main learning profile of volunteer interpreters of NTM. As for learning content, it includes “natural history and local issue of Taiwan” and “interpersonal communication with affection and intelligence and multi-culture”.

This paper is founded on Falk and Dierking’s interactive experience model to deliberate on the contextual model of learning of volunteer interpreters. In addition, this research has revealed that the interaction of each context has influence on volunteers’ learning, among which volunteers’ knowledge exchange and learning atmosphere play the most important role on learning. With the exchange and release of experience, volunteers’ diversified interests and learning needs will lead to multiple thinking, values and philosophies. In conclusion, based on this research, personal, social and physical context are important factors, of which social context has great influence on volunteer interpreters’ learning experience.

並列關鍵字

volunteer interpreters ； volunteers’ learning experience ； volunteers’

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