- 期刊
- OpenAccess
「閱讀．書寫．圖像：水湳文化地景研究」之教學實踐探究
A Case Study of ＂Reading, Writing, and Image: Effectiveness of Shuinan's Cultural＂ Learning Experience
摘要
本研究以「閱讀．書寫．圖像：水湳文化地景研究」課程方案為研究個案，應用澳洲學者Jeff Malpas（1999, 2006, 2011）的地方哲學對本校因校園「邊界」的變易，所帶來環境生態與人文地景的改變，並由此而擾動學生的學習生態系統及其產生的影響進行現象詮釋與敘說。Malpas主張對空間、時間以及地方之間的相關性、影響性與應用性進行全面探究，有助於人們理解地方與人互為主體性之關係。此外，他強調地方需要被賦予意義，以及如何對地方進行意義詮釋。依此理念，本研究以歷史記憶與痕跡、生活經驗、時間序列、植物生態等為參照脈絡，連結在地資源，將城市紋理轉化為教學與展覽場域，透過課程引導，帶領學生進入社區，以文字敘事、圖像、影片等方式，對地方進行觀察、修補與「檔案」再製，以期保存延續歷史與文化記憶。經由相關概念探究與實務印證，獲得如下結論：（一）學習者視野改變，學習態度也會跟著改變；（二）需要更多元的行動參與地方學的實踐；（三）需從多角度詮釋地方學的意義。
並列摘要
Current society atmosphere of Taiwan shows diverse vitality and various perspectives, which spur people to come up with different ideas of time and space. Since 20th century, the word ＂place＂ has become a keyword of multiple disciplines and shown diverse thinking patterns. Scholars pointed out that ＂place＂ is conceptually diverse and ambiguous, and it has a variety of senses including position, region, location, site etc. It also becomes a way to see, know and understand the world, mainly focusing on subjective experience rather than scientific indifference. This research adopted the curriculum project of ＂Research of Shuinan's Cultural Landscape＂ of China Medical University (CMU) as a case study: the bounder alterations of the campus had changed the environmental ecology and cultural landscapes, which influenced students' learning system. We applied philosophy of place from Australian scholar, Jeff Malpas, to phenomenologically and hermeneutically describe the effects. Malpas advocated conducting a comprehensive research on the connection, implication and application of space, time and place. It helps people to comprehend more about the subjectivity and objectivity of place and human. In the meantime, he also emphasized place needs to be taken on meanings. Based on this theory, the curriculum project put historical memories, traces life experiences, timelines and plant ecology in context, associating local resources to transform the village into teaching area, exhibition area. Through textual description, graphs and videos, we led students entering the village, anticipated preserving and lasting these historical and cultural memories under the effort of above multiple actions of observation, restoration and reconstruction of the community profiles. Based on the above descriptions, three research purposes will be carried out. First, Malpas' philosophy of place will be adopted to explore the significance and value of the curriculum project of ＂Research of Shuinan's Cultural Landscape.＂ Secondly, we will find out how this curriculum project makes difference on students' forming of historical memories and sense of place. In the end, several conclusions of the curriculum project and related suggestions for future study will be organized. Targeting on the students taking ＂Research of Shuinan's Cultural Landscape＂ during 2019 academic year, this research adopted hermeneutic phenomenology as research method to explore the philosophy of place from Malpas and organized the inspirations, constructions and transformations on place pedagogy. Firstly, we established place pedagogy-related assumptions by having multiple perspectives on Malpas' philosophical concepts of space, time, subject, object, self and the other. Secondly, this case study carried out the analysis of contexts, questionnaires, feedbacks, reflections sheets and journals, probing whether the curriculum influenced students' thought on historical memories and sense of place. Lastly, through the cross-discussion and continuing reflection, the construction and transformation of place pedagogy could be more close to the class. This research mainly relied on qualitative data analysis and supplemented by quantitative data analysis. The research method is to adopt open coding method to group acquired qualitative data and form notions. In order to reduce researcher's personal biases, the research also used triangulation to cross-examine the participants, containing researcher, supporting professors and students, and acquired data, including journals, feedbacks, reflections sheets, questionnaires and group projects, along with theories to maintain the credibility of the conclusions and the real situation. The forming and transforming of the significance of landscapes are highly related to our daily life. On one hand, colleges stationed will definitely change urban landscape and affect community residents. On the other hand, the alterations of the campus bounders also changed the environmental ecology, cultural landscapes and influenced students' learning system. This curriculum project takes CMU's Shuinan campus as brainstorm base, expanding the research area to Shuinan Economic and Trade Park and surrounding communities. Through in-classroom study and on-the-spot research, we take this co-living environment as core area of this research for cultivating students' sense of place and deepening the sense of identity of local knowledge. We expect that students will show further preference and be willing to protect the landscape ecology and cultural assets. The research purpose is that the cultural and historical sustaining and local connecting can be achieved at last. Several conclusions had been concluded after related conceptual and practical probing: (1) Students' learning perspectives have been altered, along with the changes of their learning attitudes: Through this curriculum, students can learn to embrace and understand local matters with broader viewpoints. When there is a start point, they can gradually accumulate memories and feelings to a place, where meaning will therefore be given. (2) More diverse activities are needed to participate in the practice of place pedagogy: Different ways to participate containing multiple teaching methods, teachers, learning materials, teaching assessments. The practice of place pedagogy requires diverse and meaningful participation. (3) Multiple perspectives are essential for interpretation of place pedagogy: By different local teaching methods and local explorations, this curriculum project achieved three levels of findings. For human level, the curriculum project deepens personal and group collaborative feelings and meanings to a place. For place level, the curriculum project puts emphasis on place characters, including feelings toward specific place and specific group's reliance to social environment. For mental level, the curriculum project emphasizes the meanings that were generated through time, feelings, cognitions and behaviors. This curriculum project is not service learning or USR. However, as potential frontline staffs of medical and health care, it is essential to acquire the experiences of dealing with and getting along with the elder, and gain the expression capability with different languages. Wide vision is necessary for comprehend complicated concepts and truly revive and describe requires multiple perspectives. Emphasized by place-based education, our curriculum project adopted local natural and cultural resources, leading students to learn from where they stood and solve problems from their familiar area. In addition, they can also cultivate civil responsibility and admiration based on local atmosphere and personal living experience. The design of the curriculum project aimed to cross the boundary of social science and natural sciences, focusing on the interaction between human and the environment. By connecting school and community, community issues can get access to the classroom and students can walk into the community matters. Combined the one-year curriculum project and research, we found out that under the effect of place reconnecting, students' space image and environmental recognition are changing from distantly alienated to familiarly understanding. Additionally, through this curriculum project, there is no doubt that students' historical memory is intensified and their sense of identity of local embrace is inspired. Based on the findings from the research, the researcher brought up four suggestions as reference to related researches in the future: (1) Figure out students' motivation and take it as the basis of project construction and design. It will increase learning desire of students. (2) Although adopting specific place can make the whole curriculum project more focused, the shortcoming is that the diversity of the issues will be limited. (3) Place pedagogy is a long-term topic. Aside from curriculum, it still needs multiple activities, accumulating experiences and gaining memories to cultivate students' sense of identity of a place. (4) If there is difficulty to acquire financial support, teachers can still make improvement of learning efficiency by establishing supporting curriculums with other teachers or combining several curriculums so that students are able to have more opportunities to carry out group activities and interactions.
參考文獻
延伸閱讀
- 陳亭儒（2019）。群文讀寫教學提升國小學生記敘文寫作表現及學習態度之研究。育達科大學報，(47)，137-160。https://www.airitilibrary.com/Article/Detail?DocID=a0000568-201906-201906240014-201906240014-137-160
- 鄭立婷、曾郁然、林煥祥、洪瑞兒（2022）。以閱讀科學文本教學模式提升高中生科學能力之探究。科學教育學刊，30(3)，217-239。https://doi.org/10.6173/CJSE.202209_30(3).0002
- 黃思華、劉遠楨（2015）。互動式電子教科書對高中原住民專班閱讀理解成效影響之研究。教科書研究，8(2)，107-137。https://doi.org/10.6481/JTR.201508_8(2).04
- 林燕青、李銘義（2017）。Research on Education Motivation, Culture Cognition, and Life Adaptation of Mainland Exchange Sstudents。發展與前瞻學報，(17)，53-73。https://doi.org/10.6737/JDP.201709_(17).04
- 黃文定、詹寶菁（2020）。The Issues and Methods of Promoting Intercultural Understanding through Reading Literature。台灣教育研究期刊，1(6)，287-298。https://www.airitilibrary.com/Article/Detail?DocID=P20220316001-202011-202203240013-202203240013-287-298