[ 摘要 ]

本研究的主要目的是先瞭解地方特性，並據以發展地方本位課程，再透過地方本位課程瞭解國小高年級學生學習自然科學的情形，並探究在地文化對地方本位課程之實施和對學童科學學習的影響，以促進原住民學生學習。

本研究為質性研究，研究對象為嘉嘉國小五、六年級共十八位學生，其中原住民佔十位。課程內容為教學者與研究者討論之後所決定，研究者藉著訪談阿美族頭目、嘉嘉國小校長(阿美族)、教學者靜芬，藉以了解阿美族文化中對於植物、動物以及地形的想法，並將其融入教學，再以觀察及資料的收 集，歸納出學生的學習情形。

研究結果發現：要設計地方本位課程，就要先深入了解地方特色，先期準備與教材份量多寡的考量，對於推動教學佔有重要地位；而設計者應對地方本位的了解程度更是重要關鍵。戶外實際接觸實物有助於學童原有知識與科學之融合，但文化流失問題亦在學生回應中顯露出來。

[ 英文摘要 ]

The purpose of this study is to understand local characteristics and to develop place-based education course by researching the conditions of placed-based education in elementary school science classes and to explore the effect of local culture on the implementation of place-based education in science classes in order to improve the education of aboriginal students.

This study adopted qualitative approach, 18 5th and 6th grade students from Chia-Chia Elementary School are participated and 10 of them are aboriginal. The course material was decided on only after consultation between the teacher and the researcher. The researcher interview the Amis tribal elder, the Chia-Chia Elementary School principal, and the teacher Ching-Fen in order to understand Amis cultures ideas towards plants, animals and land formations so that it could be included in the teaching. Then observations were made and information collected on each students learning condition.

The results showed that to design place-based education course must understand the local characteristics detail firstly, and need to take into consideration the amount of preparation of teaching materials. It is even more important for the designer to understand the local situation and the meaning of place-based education. Field trips and opportunities to have actual contact with materials have a great effect on the meshing of student’s current knowledge with science materials. However, the loss of culture has a great effect on the reactions of students.