走讀他鄉課程對學生以地方為家的啟發－臺北醫學大學「生態社區營造」通識課程為例

Abstract

家代表著什麼？在全球環境危機下，人類逐漸關注永續發展並思考應該如何繼續生存在這顆星球上，因此人們必須回頭思索自己與家的關係與意義。本研究採個案研究法 ，個案範疇為林益仁老師於2020年於台北醫學大學開設之「生態社區營造」通識課程之修課學生，在基隆、汐止、尖石三個不同地區的進行教學，課程共進行三次，共五天的活動。讓學生親自走訪地方，實際體驗、認識不同人的家。研究資料收集的部分，研究者在本研究課程以擔任助教的身份，透過全程參與課程獲得研究資料。所收集的質性資料共有5項，包含學生心得、問卷、教師資料、研究者筆記、課程側錄。以回應本研究目的(一)探討走讀他鄉課程，學生的感受與想法；(二)探討學生參與走讀他鄉課程體驗所獲的內容；(三)探討學生參與走讀他鄉課程以地方為家這一概念的認識。歸納出學生「林益仁老師走讀他鄉課程學習以地方為家的方式」，「學習以地方為家的歷程與內涵」作為本研究課程結論。對於「林益仁老師走讀他鄉課程學習以地方為家的方式」本研究彙整有四項： (一)親自走訪地方：產生與地方的經驗連結； (二)閱聽在地的故事：學習發展歷史脈絡，感受當地居民記憶與情感； (三)與人交流互動：分享聆聽不同人的看法，進行批判性的思考與討論； (四)教師以生命行動實踐對家的營造：成為學生的學習典範； 針對「學習家的歷程與內涵」本研究歸納出三個階段： 第一階段：認識家的樣貌，走讀認識別人的家； 第二階段：參與家的實踐，參與小米方舟團隊的行動； 第三階段：開啟自己以地方為家的探索與想像，表達對家的地方感與反思； 最後本研究對走讀課程設計、對大專生環境教育及對地方研究給予未來建議。

What does home mean? In the midst of the global environmental crisis, humans beings are increasingly concerned about sustainable development and thinking about how to continue to exist on this planet. So people must look back and think about their relationship with home and means.The case study was conducted in three different areas of Keelung, Shih Chi, and Chien Shih. The course was conducted three times for five days. The students visited places in person to actually experience and get to know different people's homes. For the research data collection, the researcher participated as a teaching assistant and obtained research data through the entire course. Five qualitative data were collected, including student feedback, questionnaires, teacher data, researcher's notes, and course transcripts. The purpose of this study is to (1) explore the students' feelings and thoughts on exploration course; (2) explore the content of the students' experience on exploration course; and (3) explore the students' understanding of the concept of place as home on exploration course.The conclusion of this study was to summarize the students' "learning the way of place as home in Mr. Lin's study abroad course" and "learning the history and connotation of place as home". This study summarized four items in the "learning the way of place as home in Mr. Lin's study abroad course”. (1) Visiting places in person: generating connections to local experiences. (2) Listening local stories: learning the historical context of development and feeling the memories and emotions of local residents. (3) Interacting with others: sharing and listening to different people's views, thinking and discussing critically. (4) Teachers' life actions to create a home: being a model of learning for the students. The study summarizes three stages of the "learning the history and connotation of place as home". Stage 1: Knowing about the look of home and visiting other people's homes. Stage 2: Participating in the practice of home, and the actions of the Millet Ark team. Stage 3: Opening up their own exploration and imagination of place as home, expressing their sense of place and reflecting on home.Finally, this study gives future suggestions on the design of exploration course, on environmental education for tertiary students, and on place studies.