浸磺鄉之夢─北投文化資產教育之實踐

The Development of Heritage Education in Beitou

林恬瑜(Tian-Yu Lin)

指導教授 ： 江明親

國立臺北藝術大學/文化資源學院學術論文/建築與文化資產研究所/碩士(2016年)

摘要

「文化資產教育」（Heritage Education）係指運用物質與非物質文化遺產為教學資源，藉此認識歷史和文化之教與學的方法，涉及跨文化與跨學科的教學實踐（Kathleen Hunter 1988;Maria Grever & Carla van Boxtel 2011），對於提升遺產保存意識、凝聚在地認同並培養多元文化關懷具有深刻影響。而「文化資產教育」之討論雖源於歐美，然在內涵與目標上與「鄉土教育」實踐多有相近之處，甚至發展脈絡一致。本文試就二者之定義、目標與涵構進行討論，並藉由北投地區的各級學校實施文化資產應用於教學的概況，鎖定北投區北投國小為具體個案探究二者的發展脈絡與應用現況。
北投為台北市文化資產保存運動發展最早的區域之一，並於1990年代透過民間和學校單位的共同努力，將地方文化資產運用於鄉土教學。本文界定之北投文化資產，係以「地方文化資產」（local heritage）為討論基礎，包含經文資法指定、登錄或列冊的「法定文化資產」，及未具法定身分、由北投社群共同認定的其他在地文化資產。本文除了針對北投地區正規教育與非正規教育方面之文化資產教育發展脈絡與實踐概況進行梳理，更進一步以北投國小為例，分析其自1902年北投公學校（北投國小之前身）設立起之鄉土化教學，至2015年（104學年度第二學期）止之地方文化資產相關主題教學內容，透過文獻蒐集與分析、參與觀察與深度訪談，爬梳北投國小鄉土教育之發展歷程、教學困境與實踐成果，進而初探北投文化資產教育之知識體系、價值認知、應用現況，及歷時性轉化，期能提供未來文化資產教育規劃實踐之參酌。

關鍵字

文化資產教育 ； 鄉土教育 ； 北投國小 ； 北投文化資產

並列摘要

”Heritage education” is an approach to teaching and learning about history and culture that uses tangible and Intangible heritage as teaching resources. It involves cross cultural and interdisciplinary teaching practice （Kathleen Hunter 1988;Maria Grever & Carla van Boxtel 2011）. It has a profound impact on enhancing awareness of heritage conservation, uniting local community identity and developing care for diverse cultures.
Although the term”Heritage education” is originally from the west, it has a lot of similarities with ”Homeland education” such as their connotations, goals and even the consistency in development. In this thesis I discuss about the definition, goals, connotation and structure between Heritage Education and Homeland Education, by studying the schools in the Beitou area and how they implement heritage education in current teaching. Here I targeted Beitou Elementary School as my major case study.
Beitou is one of the earliest regions in Taipei City where the Culture Heritage Preservation Movement was triggered autonomously by citizens. Through the close cooperation between non-governmental organizations and academic units, local heritage has exerted influence on homeland education since the 1990s.The definition of Beitou heritage in this article is based on the explanation of “Local heritage”, which is registered, named and listed by the Cultural Heritage Preservation Act as the “Legal heritage”, or is approved by Beitou Communities as the “Additional local heritage” without the legal authorities.
The development and implementation of formal and informal education on local heritage in Beitou region are not only clarified comprehensively in this article, the advantage and disadvantage achievements of Taipei Beitou Elementary School (TBES) during 1902 (homeland education) to 2015 (local heritage instruction), also illustrated as the case study simultaneously. Due to the analysis of data collections, document analysis, field observations and personal interviews, it is expected to sort out the predicament and prosperity of local heritage education in Beitou region, and offer enhanced projects and overall suggestions on local heritage education for future reference.

並列關鍵字

Heritage Education ； Homeland Education ； Taipei Beitou Elementary School ； Beitou heritage

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