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題 名 | 回歸地方的國際趨勢--原住民族科學教育的地方本位(Place-Based Education)觀點=Returning to the Local as an International Trend--Aboriginal Science Education from a ‘Place-Based Education’ Perspective |
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作 者 | 顏瓊芬; 林妙徽; 李暉; 蕭戎; | 書刊名 | 臺灣人文生態研究 |
卷 期 | 9:1 2007.01[民96.01] |
頁 次 | 頁1-22 |
分類號 | 529.47 |
關鍵詞 | 原住民教育; 科學教育; 地方本位教育; Aboriginal education; Science education; Place-based education; |
語 文 | 中文(Chinese) |
中文摘要 | 本文具體探討臺灣原住民族的科學教育問題,並以國外原住民族教育經驗為例,提出改進原住民族科學教育的可行方向。文獻回顧結果發現,強調奠基於當地、回應當地社會與環境議題之地方本位教育(Place-Based Education),與部落有知識、發展以原住民族為主體之教育的想法契合,是值得重視與參考的教學模式,而現在正是臺灣原住民族實行地方本位教育之契機。其實,地方本位教育諸多核心內涵都可自臺灣鄉土教育、環境教育、學校本位課程等教育改革的發展脈絡中得見,也正好能在這樣基礎之上,將學校課程與社區環境進行更緊密的結合,不僅呼應著臺灣推行十餘年之社區總體營造活動,更銜接了臺灣民主發展下一階段之公民意識提升、凝聚、與型塑臺灣在地文化之願景。而對應臺灣原住民族追求文化主體性、強調部落有知識之呼籲,且涵蓋原住民族群與部落間之差異性,臺灣原住民族教育更應以社區、部落為單位,進行探究與發展,同時也顯出強調奠基於當地的地方本位教育之可行性,而也唯有將原住民教育真正回歸部落現場、回應原住民的傳統發展脈絡與需求,原住民文化才有可能在異文化的強大衝擊下,尋覓出自己的方向。 |
英文摘要 | This article discusses concretely the question of Taiwan aboriginal science education, taking the science education experiences of aboriginals in foreign countries as an example. It suggests possible directions for the improvement of aboriginal science education. A review of the preexisting literature on the subject reveals an emphasis on locality as a ground for education, with the notion of 'place-based education' having arisen in response to questions concerning local society and the local environment. It was developed as an educational concept prioritizing aboriginal tribes, in conjunction with considerations on tribal knowledge. This educational model is one worthy of serious evaluation and consideration, and the implementation of place-based education would certainly be a turning point for Taiwan's aboriginals today. In actuality, many of the focal points of place-based education derive their meaning from local Taiwanese education, environmental education, standard school curriculum and other currents within the development of educational reform. This foundation also allows for closer linkages between school classes and community environments, echoing Taiwan's attempts at building community infrastructure establishments over the past 10 years and further actualizing Taiwanese democracy through increased civic consciousness, systemic coherence and models representative of a Taiwanese vision concerning place and culture. With respect to the Taiwan aboriginal search for a cultural subjectivity, appeals for an increased emphasis on tribal knowledge and the diversity inhering within aboriginal groups and tribes, Taiwan aboriginal education should examine and develop policies that take community and tribe as their measures. Meanwhile, the possibility of founding a local place-based education should also be emphasized. Only through the true return of aboriginal education to the tribal scene and by responding to the developmental currents and demands of aboriginal traditions can aboriginal culture find its own path under the formidable impact of a foreign culture. |
本系統中英文摘要資訊取自各篇刊載內容。