[ 摘要 ]

台灣原住民族善於運用環境周圍的植物於日常生活中，這樣的民族植物文化，正在日漸消逝中甚為可惜。本研究以泰雅族民族植物為例，運用地方本位教育做課程設計，觀察學生的學習反應及成效，並探討教師在教學過程中的成長，提供未來學校課程設計之參考；並藉由民族植物之教學，希冀能在泰雅孩童的心中播下民族自信之種子傳遞下去。依據地方本位教育之精神，研究中延請部落耆老參與教學，嘗試將泰雅孩童生活中容易接觸到的民族植物文化，融入泰雅族國小5年級課程中，收集資料計有教學者省思日誌、協同者教室觀察、學生學習單與學習日誌、訪談資料筆記、現場錄影、錄音、照相等。透過研究者的教學省思日誌、學生學習反應，以及學校教師、行政人員給予的意見做三角檢證。

藉由此行動研究發現，地方本位教育課程提升孩子的學習興趣與成效，而能讓學生親自操作的課程，最能引發學習動機，自主學習的效果最好；地方本位教育課程讓社區人員扮演起教師的角色，將自己的民族文化傳教給下一代，提升了孩童的自主學習、肯定了家長的能力，也拉近了學校與社區間的距離；經過此歷程，教師更深入了解部落文化，有助於設計更貼近學生生活經驗的課程及教學，提昇了教師的專業成長。另外，民族植物取材自大自然，其中蘊含的生態智慧正適合進行環境教育；而以民族植物為題設計的地方本位教育課程，讓部落文化藉學校教育實踐傳承。

[ 英文摘要 ]

The Aboriginal peoples in Taiwan master the use of surrounding local plants in their daily lives. It is unfortunate that this Ethnobotany is in risk of disappearing, as it is important to preserve this essential knowledge for future generations.

Based on the idea of place-based education, the researcher, with the assistance of local knowledgeable elders, incorporated some readily available Ethnobotany into the 5th grade education of the Tayal children. The collected data is plentiful and includes instructors´ reflection diaries, class aides´ observation, students´ learning sheets and diaries, interview notes, on-site recording, videotaping and photographs. A better curriculum design for future reference will derive from three sources, namely the researcher’s teaching diary, the response from the students, and the feedback of colleagues and administrators. The researcher hopes that the seeds of ethnic self-confidence will be planted in these Tayal children and continue to grow.

The researcher found that place-based education raised the interest and effectiveness of learning for these children, and the hands-on approach triggered the highest level of interest and the greatest level of class participation. In addition, the community members have taken a more active role in the teaching and passing down of their traditional cultural knowledge, the children have grown more motivated, and the parents more confident in their teaching, and the community and the school have grown closer.

Through this opportunity, the teachers also learned more about the tribal culture, which in turn helped them in designing a curriculum which is closer to the students’ daily life experience. This also contributes to the development of teachers´ expertise. Moreover, since ethnoplants are taken directly from nature, the ecological wisdom embedded in this knowledge is just right for the purpose of environmental education. The place-based curriculum also helps carry the cultural tradition through this local school education.