「城中之村」的鄉土地理教學行動研究—以社子島福安國中為例

Abstract

社子島位於基隆河匯流淡水河處的沙洲，因大臺北防洪計畫而實施禁建令，形成了臺北市的「城中之村」，因此長期缺乏公共建設、生活機能落後，間接使得福安國中的學生有超過六成以上屬於經濟弱勢，文化刺激不足。被囚禁了近五十年的社子島，即將從禁建令的牢籠中被釋放，而福安國中的學生是否有足夠的背景知識去思考和關心開發案對社子島造成哪些影響？研究者認為，要讓學生面對這些和社子島相關的議題，首先應該從鄉土地理教育開始做起，透過學習鄉土知識和地理技能，來培養學生的鄉土情意與鄉土參與力。 本研究採用行動研究法，以16位八年級學生為研究對象，經過五週共3個單元的教學實驗，以社子島的鄉土地理教學為主軸，試圖運用電子地圖與Google Maps，結合合作學習及資訊融入教學活動，在教學實驗後進行學生前後測成績分析、課後自我檢核量表和開放式問卷調查，作為評估教學成效和課程評量的依據。 研究者透過設計社子島鄉土地理教學模組及教學實施，有以下發現： 一、「城中之村」的福安國中學生，亟需要鄉土地理教學提高他們的鄉土認知與鄉土情意，以面對未來不斷更新的社子島開發案議題。 二、鄉土地理認知前測問卷結果分析顯示學生的地圖判讀技能明顯不足，可以透過資訊融入鄉土地理教學補強。 三、合作學習法對於學生學習鄉土地理有正向影響。 四、實施鄉土地理課程模組教學後，學生對於鄉土的認知與認同情感明顯增加。Shezi Island, a sandbar formed by Tamsui River and Keelung River, is central-located in Greater Taipei. Since the Greater Taipei Flood Control Plan implemented in 1970s, land development of Shezi Island has been limited. As the designated flood detention area, lacks of modern development makes Shezi “a village in the city.” Students of local community are economically and culturally disadvantage. However, zonal expropriation is on the way once a major developmental project passes. Conducting homeland education may help these disadvantaged students to understand and then appreciate their own community better. These may succor them to cope with the upcoming changes. This study selects Taipei Municipal Fu-An Middle High School of Shezi Island to blend homeland education into geography curriculum. To enhance students’ map skill and sense of belonging, this homeland geography curriculum incorporates group cooperative learning plus information integration teaching with pedagogical tools, e.g. Google Maps. Based on progressive in-class observations, homeland geography curriculum has significantly enhanced the students’ sense of place and elevated their identities to Shezi Island.