培養地方感之校訂課程行動研究—以走讀社區古蹟為例

Abstract

本研究以地方本位教育的觀點，將校訂課程中「認識霧峰林家」的內容，設計成由學生主動探索的活動，旨在探討教師如何實踐由學生建構地方感的教學，以及了解學生在課程中如何培養地方感。本研究採用行動研究法。課程設計共包含兩個單元(共12節課)，每一單元為行動研究的一個循環。研究參與者為國小五年級某班共23位學生。研究者亦為教學者，藉由課堂觀察資料(軼事紀錄、省思札記)分析教師實施行動研究的歷程；學生作業文件資料(小組問題分類圖、學習單、霧峰林家藏寶圖、小組互評表)分析學生培養地方感的經過；學生互相訪談的逐字稿探究課程結束後學生所擁有的地方感和認同感。本研究發現如下： 一、教師在課程中扮演著指導者、共同學習者等角色，教師指導學生探究地方知識以及小組合作完成任務，藉由這次行動研究的歷程，教師除了對社區古蹟深入認識，未來實施相關課程會給予充分的時間，讓學生好好探索和思考。 二、教師以學生有興趣的問題作為教學活動的主軸，結合社區資源融入學校課程中，讓學生在課程中樂於探索社區古蹟，藉由問題探索、園區實地踏查、訪談導覽員等活動，學生在課程中維持探索的動機。 三、學生應用了視覺、聽覺、觸覺，並將實地探查的經驗以語言、圖畫、照相等方式製作成藏寶圖，學生深深地經驗社區古蹟，在課程中建立地方感。 四、學生透過分享藏寶圖來推廣霧峰林家，產生地方認同感，以身為霧峰人驕傲，願意將古蹟介紹給更多人認識。 最後，研究者根據上述的研究結果加以討論，並且提出建議給未來的教學者和研究者作為參考。This study, based on the perspective of place-based education, aims to design the school-based curriculum content"Understanding the Lin Family in Wufeng" as student-led exploratory activities. The purpose is to investigate how teacher practices teaching that enables students to construct a sense of place and to understand how students cultivate a sense of place through the curriculum. The study adopts an action research approach. The curriculum design consists of two units (12 lessons in total), with each unit representing a cycle of action research. The participants are 23 fifth-grade students from one class in an elementary school. The researcher, who also serves as the teacher, analyzed the process of implementing action research through classroom observation data (anecdotal records and reflective notes). Students' work (group problem classification maps, worksheets, treasure maps of the Lin Family in Wufeng, and peer evaluation forms) were analyzed to explore how students developed a sense of place. Transcripts of students' interviews with each other were used to investigate the sense of place and identity they gained after the course. The findings of this study are as follows: 1. In the curriculum, the teacher acted as a guide and co-learner, directing students to explore local knowledge and collaborate in groups to complete tasks. Through this action research process, the teacher gained a deeper understanding of community heritage and plans to allocate more time in future walking tour courses to allow students sufficient time for exploration and reflection.2. The teacher used questions of interest to students as the core of teaching activities, integrating community resources into the school curriculum. This approach encouraged students to enjoy exploring community heritage. Activities such as problem-solving, on-site exploration of the area, and interviews with tour guides helped maintain students' motivation for inquiry throughout the course. 3. Students utilized their visual, auditory, and tactile senses and transformed their field exploration experiences into treasure maps using language, drawings, and photography. These activities enabled students to deeply experience the community heritage and establish a sense of place. 4. Students shared their treasure maps to promote the Lin Family in Wufeng. Students developed a sense of local identity. They felt proud to be residents of Wufeng and were willing to introduce the heritage site to a broader audience.Finally, based on the research results, the researcher discusses implications and provides recommendations for future educators and researchers as a reference.