依類型 族群 主題   
 
 
探究南投縣布農族學童學習情形--以國語科學習為例
族群: 布農族   
主題: 族群語言、族群教育  
作者 林婷玉
學校系所 國立嘉義大學國民教育研究所
地點 南投縣 全部    
研究內容

[ 摘要 ]
由於個人於教學實習期間觀察到布農族學生國語文能力低落,試圖將學生的學習情形與個人學習經驗兩相對照,但仍然無法理解,因此對於布農族人學習情形的議題產生濃厚的興趣。
迄今,大部分有關原住民教育研究,對於研究場域中當地原住民族的價值觀、教育觀、人生觀的探討仍然較為缺乏。然而,研究者認為教育即文化,唯有從當地文化脈絡的發展去檢視學校教育、社區家長教育觀,才能找出連結兩邊文化的橋樑,更深刻的理解學校教育與學生的學習情形。
研究者以兩年的時間使於當地進行民族誌研究,發現布農社區的價值觀與代表主流社會價值的教師教學、課程、評量等都有文化差異現象;但是若只呈現表象的發現卻未能進一步探究其內涵,將致使研究結果落入另一種文化的刻板印象裡。
故本研究透過民族誌的方法描述:(1)課堂中的學習情形,瞭解文化差異的事實確實存在;(2)探究布農社區的文化與價值觀;(3)分析布農族與漢人教育觀、教師教學方式等文化差異的面向;(4)最後從社區與學校的教育觀、人生價值觀、不同文化知識內涵、評量標準的脈絡中探究布農學生的學習情形。期望透過與布農文化相連結的部分,發展有效的課程與教學幫助布農學生適應學校文化。

[ 英文摘要 ]
Abstract
According to my observation during my teaching practice, the Mandarin Chinese proficiency of the Bunnun students was much lower than regular Han Taiwanese students. After having compared students’ learning and my personal experience, I got quite confused. From that time on, I started to be interested in issues of Bunnun students’ learnning.
So far, there are few educational researches on the Taiwanese Native students from thier values, education, and life in their research field. Significantly, education is culture. Therefore, only through examining the school education from the local cultural context and understanding the parents’ philosophy of education, we would be able to help students to build up connections between two different cultures.
Data were collected through two-year ethnography. I found out there were cultural difference not only between the Bunnun and the mainstream Han Chinese , but also in teachers’ teaching, courses, and assessments in the Bunnun school . But if we just described these discovery without in-depth discussion, the research results might cause another kind of cultural stereotype.
So, this reaserch tried (1) to understand the existence of cultral differences through describing teaching and learning situation in the class; (2) to learn about the culture and values of the Bunnun community; (3) to analyze these differences of educational philosophy and teacher’s teaching methods between the Bunnun and Han Taiwanese styles; (4) to understand the Bunnun students’ learning styles in school and community, their philosophy of life, their cultural knowledge, and criteria of assessment. I hope, eventually, to develop more effective teaching materials and teaching methods to help Bunnun students combining the Bunnun and Han cultures and increase their learning achievement.