依類型 族群 主題   
 
 
1998.06.01 ~ 2001.06.01
原住民傳統工藝課程方案對原住民學童自我概念、族群認同和文化素養影響之研究-以阿美族為例(A Study for the Effect of the Aboriginal Traditional Handicraft Program on the Self-concept, Ethnic Identification and Cultural Literacy for the Amis Elementary School Students)
族群: 阿美族   
主題: 傳統技藝/工藝、學術研究  
作者 陳烘玉 (Chen,Hung-yu)
學校系所 臺北市立師範學院國民教育研究所
地點 新北市 汐止區    
研究內容

*中心館藏網址:http://tulips.ntu.edu.tw/record=b2219630*cht  

[ 摘要 ]
本研究的目的在於擬定一套適用於國小之「原住民傳統工藝」課程方案,並探討其對於國小阿美族學童自我概念、族群認同和文化素養之影響,以作為未來原住民學童輔導及研究之參考。本研究以台北縣汐止市樟樹國民小學五、六年級的36位阿美族原住民學童為對象,採不等組前後測之實驗設計,實驗組與控制組各有18人。其中實驗組實施十次「原住民傳統工藝」課程方案,每次三小時,而控制組則不實施課程方案之教學。本研究以自編之「國小學童生活態度量表」為研究工具,該量表包含自我概念、族群認同、文化素養三個分量表,除此,並運用對實驗組學生、其級任老師和方案授課講師的訪談,學生之學習日誌和課堂觀察,蒐集相關資料。
根據共變數分析的結果,實驗組學生和控制組學生,在族群認同和文化素養上的得分達顯著差異,但自我概念上的得分並未達顯著差異。綜合訪談記錄、學習日誌和課堂觀察的資料分析結果,研究者發現多數學童參與本課程方案之後,其在自我概念、族群認同和文化素養方面的表現,或多或少有積極的改變。根據以上發現,研究者提出對原住民學童輔導及未來進一步研究的建議。

[ ABSTRACT ]
The purposes of this study were to develop an Aboriginal Traditional Handicraft Program, and to determine the effect of the Program on the self-concept, ethnic identification and cultural literacy for the Amis elementary school students. The participants of this study were 38 Amis students from the fifth and sixth grades in the Chang-Shu Elementary School at Shi-Chi, Taipei County. The nonequivalent pretest-posttest control group design was implemented in this study. The experiment group was composed of 18 participants and took 10 Amis traditional handicraft classes, each being 3 hours. The control group was also composed of 18 participants; however, they did not take any classes. The Elementary School Students’ Experience Scale (ESSES), including Self-concept, Ethnic Identification and Cultural Literacy Subscales, was used to collect all participants’ data. In addition, extra data for the experiment group were collected via interviews with participants, participants’ current teachers, and instructors of the Handicraft Program, participants’ learning journals, and classroom observations.
The results based on the scores from the ESSES indicated that the scores for the Ethnic Identification and Cultural Literacy Subscales were significantly different for the experiment and the control groups. However, there was no significant difference for the scores of Self-concept Subscale between the two groups. The primary findings based on analyzing the data from interviews, learning journals and classroom observations revealed that to certain degree there showing positive influence on the behaviors for the Program participants with respect to the self-concept, ethnic identification and cultural literacy. Finally, the researcher proposed the implications of this study to the education for the aboriginal students and the further studies.