融入原住民傳統知識之高中環境教育課程的研究――以大嵙崁溪泰雅族為例

Abstract

本研究嘗試在桃園市一所鄰近原住民鄉而具有多元族群之高中，以泰雅族（傳統）環境知識為主脈絡、大嵙崁溪（大漢溪）流域為場域，開發融合環境相關的學科概念的環境教育課程，以探究高中生環境認知、情意和多元文化素養的變化。具體目標有二：（1）探討在高中階段實施環境教育課程之可行方式；（2）探究適合以原住民傳統知識為主體之環境教育課程的實施方法。 本研究在第一年度先透過文獻回顧進行教材編撰，並實施兩次教學預試，課程實施發現作為正式教學活動設計之參考。第二年度進行共三次課程，並在課程前後對學生實施環境認知與態度量表的前後測驗，以了解學生在課程的學習成效。本研究發現：（1）在高中階段欲實施環境教育課程規劃，可考慮以社團或選修課的方式進行；（2）認知前後測驗與課堂觀察、學生回饋等資料顯示，教師在進行融入原住民傳統知識之環境教學時，可使用實作練習、合作學習、同儕學習方法，並搭配戶外教學與多元題型評量，可使學生的學習更為深刻；（3）根據學生回饋與課堂觀察，本研究以原住民學生為夥伴，在課程中擔任小助教角色，不但提高一般（漢族）學生的學習興趣，以及對原住民環境知識價值的深刻了解，同時也有助於原住民學生提升自我文化認同與學習自信。This research attempted to develop an environmental education class which integrates environment-related subject concepts in a multi-ethnic senior high school neighboring an indigenous town in Taoyuan City. With Tayal traditional knowledge serving as its main theme and Da-han River basin as its scenario, the research studies the change of high school students’ environmental cognition, affection and multicultural literacy. There are two concrete objectives. First, it is to explore and discuss workable methods to implement environmental education class in high school stage. Second, it is to explore implementing methods that is suitable for indigenous-knowledge-themed environmental education class.

In the first year, teaching materials were edited and written after literature review. In addition, two teaching pretests were conducted, and together with the result of class implementation serve as the reference of formal teaching activity design. In the second year, three classes were conducted, with students taking pretests and posttests regarding environmental cognition and attitude scale for each class, in order to understand students’ learning outcomes after the classes. The findings of this research are as follows. First, to implement environmental education class in high school level, one could consider the forms of student club or selective course. Second, in order to enhance students’ learning, according to the results of pretests, posttests, classroom observation and student feedback, teachers could utilize methods like: hands-on practice, cooperative learning, peer mentoring, field trip and multiple assessments in the process of indigenous-knowledge-integrated environmental teaching. Third, based on student feedback and classroom observation, with indigenous students as partners and teaching assistants in class, this research not only helps enhance Han students’ learning interest and a deeper understanding towards the value of indigenous knowledge, it also increase indigenous students’ learning confidence and recognition towards their own culture. Furthermore, it is suggested that teachers could incorporate teaching resources from neighborhoods, parents and indigenous students in the process of conducting indigenous-knowledge-integrated environmental teaching