學生進行文化知識翻新以提升文化認同感與文化理解

Abstract

《十二年國民基本教育課程綱要》提倡培養學生理解與積極關心本土事務的素養，以及自我文化認同的信念，認為這是國家文化傳承中非常重要的環節。有鑑於此，本研究乃透過知識翻新活動，期使學生能協同合作以提升文化認同，建構具創造傾向的文化觀點與理解。本研究採個案研究方式，研究對象為七位原住民國小六年級學生，採混合式方法蒐集資料，以質性與描述性統計共同呈現分析結果。研究結果為：一 ; 集體共構可以有效幫助學生建構出更完整的文化知識 ; 二 ; 反思性引導提問可以有效幫助學生縮小認同與文化知識或理解不足間的鴻溝 ; 三 ; 透過集體的共構知識地圖 ; 課堂的討論與互動及教師的引導，可提升學生自我文化知識 ; 四 ; 知識翻新集體建構的文化知識對學生個人的反思和評鑑是有關且為有效的教學方法。根據研究結果，本研究對教學設計與課程設計提出建議。

An important educational goal of the Ministry of Education in Taiwan is to promote better understanding of cultural knowledge and to enhance their cultural identity among students from aboriginal cultural backgrounds. Building on the goal, the present case study attempts to explore whether engaging aboriginal students in various types of collaborative knowledge building activities can enhance their cultural identity and help them construct a cultural understanding that values knowledge creation. The participants were seven sixth-grade aboriginal students from a primary school in Taiwan. The data were collected by a mixed method and analyzed using both qualitative and descriptive statistics. The results are as follows: (1) Engaging students in collaborative knowledge building activities helped them construct more thorough cultural knowledge as a class community ; (2) Using guided reflective questions also helped reduce the gap between high cultural identity and low cultural knowledge among students ; (3) Use of guided reflective questions also helped enhance students’ cultural knowledge. Overall, using knowledge building for constructing cultural knowledge is found to be a relevant and effective pedagogical method for enhancing students’ personal reflection and evaluation of their cultural understanding. Some implications for designing curricular and pedagogical activities for cultural education were also discussed.