蘭嶼達悟族民族教育實施之探討-以紅頭森林步道「部落教室」為例

台灣由多個島嶼及民族所組成，各個小島及民族為了適應當地環境，各自發展出獨特的在地知識與文化。蘭嶼島係屬海洋型火山島，距離台灣東南海岸約90公里。由於長期的地理區隔，保留原始的熱帶森林地貌及饒富生物地理學意義的特有物種，島上原住民族達悟族千百年來倚賴島上的自然資源，創造生活物質、醫藥、工藝，而遞演出特有的生物文化多樣性與生態智慧。依「原住民族教育法」，原住民族教育包括一般教育及民族教育；民族教育需發展及厚植原住民族知識體系。由於原住民族知識體系來自於大自然，其學習歷程必需參與自然世界；而學校內空間不足以提供知識來源的情境脈絡，若輔以自然場域教學，將更具成效。本研究以蘭嶼為例，探討以部落之山林為學習場域，作為「部落教室」，提供環境觀察及實作學習機會，落實達悟族民族知識體系教育之傳承。研究方法上，選擇蘭嶼紅頭部落的森林步道為研究場域，以椰油國小的老師與學生為研究對象。經由生態調查及半結構式訪談原住民耆老，歸納紅頭森林步道的生物文化多樣性資料，並進行課程規劃；再經由課程執行前後繪製部落地圖-(山林民俗生物地圖)，了解學生學習成效，並利用半結構式的訪談，了解教師對教學歷程與課程發展之看法。研究結果顯示，在自然環境中的觀察與探究，對傳統生態知識與技能學習效果佳；在部落山林教學，產生許多的森林與文化知識現場的連結，有助於民族知識體系之學習，戶外「部落教室」需採用多元方式來進行課程，且需要當地族人協助進行。運用繪圖的方式來進行教學，能夠引起學生的學習動機，學生們很樂於去畫圖，確實有助於觀察與探究。參與者皆期望未來能夠有更多「部落教室」之場域(如：部落灘頭、芋田、傳統地下屋、家族果園、部落共有山林等地點)，並發展該場域的教材，以提供各年級教師教學參考。

關鍵字

達悟族；民族教育；部落教室；在地知識；生物文化多樣性；部落地圖

並列摘要

Taiwan is composed of many small islands and multiple ethnical groups. In order to adapt with local environment, each island has developed unique traditional knowledge and culture. Orchid Island is a volcanic island located at 90 km off the southeastern coast of Taiwan. Due to long-term geographic isolation, it retains the original tropical forest and endemic species representing abundant meaning of biogeography. Since the centuries, the Indigenous people of Orchid Island, Tao people, have relied on the natural resources on the island to develop materials necessary in daily life, medicines, and crafts, evolving into their unique Bio-culturral diversity and ecological wisdom. According to the "Education Act for Indigenous Peoples", education for indigenous peoples includes general education and Indigenous education. The development of indigenous education should be rooted deeply in Indigenous Knowledge Systems. Since Indigenous Knowledge Systems comes from nature, education for indigenous people must involve natural world into its learning process. If space in the school is not enough to provide the context of the knowledge source, it will be more effective to use natural field as a teaching approach. This study uses Orchid Island as a case study to explore the effectiveness of "tribal classroom", which means taking mountains and forests nearby the tribe as a learning base to provide students opportunities for environmental observation and hand-on experience in order to realize the inheritance of Tao Indigenous Knowledge Systems education. In terms of research methods, the forest trail of the Imorod tribe of Orchid Island was selected as the research site, and the teachers and students of Yayu Elementary School were the objects of research. At first, the researcher conducted ecological survey and interviewed the Indigenous elders with and semi-structured questions to collect bio-cultural data of the Imorod forest trail, and then set about curriculum planning. Later, the researcher evaluated the effectiveness of courses by drawing of tribal maps- (Ethno-biology/botany map of the forest) made by students before and after the course to understand their learning outcomes. At the same time, the researcher used semi-structured interviews to understand the teachers' views on the teaching process and curriculum development. The research results show that observation and exploration in the natural environment are effective in learning Traditional ecological knowledge and skills; Teaching in tribal forests helps connect forest with cultural knowledge, leading to support the learning of Indigenous Knowledge Systems. Moreover, the outdoor "tribal classroom" needs to adopt multiple methods to conduct courses, and requires the assistance of local Tao people with abundant indigenous knowledge. Drawing maps is particularly favored by students, which is really helpful not only for improving students’ observation and exploration but also for arousing their’ learning motivation. In conclusion, participants in the research hope that there will be more "tribal classroom" taking place in different traditional regions in the future (such as tribal beaches, taro fields, traditional semi-basement houses, family orchards, tribal common forests, etc.), and that more researchers can engage in developing teaching materials of each specific field as a reference for teachers of all grades in indigenous educational schools.

並列關鍵字

Tao ； Indigenous education ； tribal classroom ； local knowledge ； Bio-cultural diversity ； tribal map

參考文獻

CHEN Yahuei(2020年7月21日)。蘭嶼反思：實驗教育是要學生記得我自己。2021年1月11日，取自：https://medium.com/@yhchen_40815/%E8%98%AD%E5%B6%BC%E5%8F%8D%E6%80%9D-%E5%AF%A6%E9%A9%97%E6%95%99%E8%82%B2%E6%98%AF%E8%A6%81%E5%AD%B8%E7%94%9F%E8%A8%98%E5%BE%97%E6%88%91%E8%87%AA%E5%B7%B1-da9e12985bae