金門島的民俗植物知識傳承教育初探──以古寧頭、五虎山為例

Abstract

全球化的今日，在地的傳統知識在主流價值的衝擊下逐漸流失，在地知識展現了地方的人與環境共同演化的生物文化多樣性，這些珍貴知識的消失無疑是全人類一項莫大的損失。UNESCO在2002年提出「藉由增強世代間的連結來復興社區中傳統知識的傳承，及評估現有教育體制中的機會和限制」的計畫目標，可做為環境教育一個新的思考方向。 民俗植物是在地知識的一環，本研究以金門的民俗植物知識為主題，金門島金寧鄉古寧村及金沙鎮三山里為研究場域，從不同年齡層的對象來探討在地知識傳承的現況和過程。研究針對於民俗植物知識的了解程度、相關使用經驗、對個人產生的影響、及影響知識傳承的原因，進一步提出金門地區民俗植物知識應用在教育上的現況和機會。 研究進行採調查研究法，以質化訪談和觀察的方式，進行社區居民部分的了解及專家意見蒐集；並以量化問卷的方式，調查年輕族群的知識了解程度。研究結果蒐集共訪談了37位受訪者，回收的有效問卷數為167份。 研究結果可明顯看出年長者與年輕族群間民俗植物知識程度的差異。而不論是年輕人還是年長者，在民俗植物知識程度與環境素養變項（敏感度、情意、價值觀、行為）上，都有相互影響增益的關係。在年輕族群的民俗植物知識學習來源上，以「學校教育」為主要學習方式；而有參加過相關活動的填答者，在民俗植物知識的程度上，則有顯著的提升。 研究發現影響民俗植物知識傳承的因素包括：知識學習來源的不同、植物棲地的消失、個人對知識態度的改變、生活方式的改變等。在傳統的傳承脈絡逐漸式微的同時，透過教育的方式進行在地知識的傳承，是一個新的契機。Because of globalization, the local traditional knowledge is gradually losing under the impact of main stream values. Local knowledge represents the bio-culture diversity which co-evolved from local people and environment. The erosion and disappearance of the precious knowledge is undoubtedly a greatest loss of the whole mankind. ‘Revitalizing traditional knowledge transmission within local communities by strengthening ties between elders and youth and evaluating the opportunities and constraints of existing educational frameworks’ , the main project goal proposed by UNESCO in 2002, could be a new aspect of environmental education. Ethnobotany is a part of local knowledge. The theme of this research is knowledge of ethnobotany on Kinmen island. Ethnographic fieldwork is in Guningtou and Mt. Wu-hu on Kinmen island. This study investigates the present situation and process of transmission of local knowledge, between different ages. We want to understand the degree on knowledge of ethnobotany, it’s using experiences, and how this knowledge influence individuals and reasons effecting the transmission in knowledge of ethnobotany. Further this research offers the present situations and chances in knowledge of ethnobotany in education at Kinmen . This study uses the Survey research method. By qualitative interview and observation, we collect community resident’s comprehension and the opinion of experts. We also use quantitative questionnaire to investigate the degree of understanding of ethnobotany in younger generation. The results include 37 interviewees and a total of 167 valid questionnaires are received. In study results, we could obviously find the difference of understanding in ethnobotany between the elders and younger generations. Without respect to the elders or younger generations, there is positive correlation between the degree of understanding in ethnobotany and environmental literacy variables (environmental sensitivity, affection, values, and behavior). The younger generations mainly learn the knowledge of ethnobotany at school. Our questionnaire also presents younger people who have participated in relevant activities remarkblely improved their knowledge in ethnotanical plants. In this research, we found the factors influencing the transmission of knowledge of ethnobotany include different knowledge learning sources; disappearance of plant habitats; the changes of personal attitude toward knowledge of ethnobotany and the changes of life style, etc. While the traditional transmission context declines gradually, it is a new opportunity to pass on local knowledge by ways of education.