[ 摘要 ]

原住民鄉土文化教材之分析－以「國民小學原住民文化教材布農族篇」為例



本研究旨在探討原住民文化教材的內容及組織編輯的優缺點，希望能藉此提供有建樹性的見解。本研究以教育部於民國八十二年所編製的「國民小學原住民鄉土文化教材布農篇」一至三冊為對象，以內容分析法從課文內容特性、學生活動行為目標及圖片訊息的傳遞等三方面分析其教材內容與組織編排方式是否反映布農族的重要文化內涵，及能否符合兒童認知發展與學習需求。本研究發現重點如下：

就內容安排來說，此教材內容主要包含歷史地理，神話傳說、人文倫理、祭祀禮儀、生活育樂及文化藝術等六大類，布農族的重要文化特點皆能含括在內，而且取材生活化，頗能反映布農族的獨特性。然而，課文內容大部分著重在文化記憶性的知識，尤其是布農族過去的傳統文化為主，對於文化內涵的價值、自我批判、時代性及發展性的探討明顯不足。

就教材結構組織來說，本教材以兒童為中心為設計基礎，不管在取材或順序編排來上都能符合兒童認知發展的取向，遵循由淺入深、由近而遠、由簡而繁的組織原則。課文內容、活動目標及圖片訊息完全和課本與習作目標一致，兼顧認知、技能、情意的目標，符合組織的周延性及統整性原則。不過，學習行為與活動之搭配比例卻出現偏頗的情形，記憶性學習活動遠比理解性分析活動多，圖片與文字訊息的分配比例與相互為用的方式也不夠細膩，無法達到相得益彰的功用。

本研究希望此研究結果與建議可以對未來規劃原住民鄉土文化教材、原住民教育政策、或文化推廣性活動方面有所助益，我們知道文化教育事業很難速成，也沒有完美的時候，但是，只要熱忱開放、廣納意見和持之以恆，相信原住民文化教育的問題必得改善。

[ 英文摘要 ]

An Analysis of Aboriginal Culture Textbook：

Focusing on the Bunun Volume for Elementary School



By analyzing the Bunun volume of Aboriginal Culture Textbook issued by the Ministry of Education of ROC in 1993, this study attempts to see if this textbook contains enough information that properly reflects Bunun culture and whether it is well designed to fit to children’s cognitive development. Its final goal is to provide insights for aboriginal cultural education and curriculum design. To achieve these goals, this study uses the method of content analysis that proceeds from three doorways—the contents, learning and pedagogical objectives, and the pictorial layout. Findings of this study are summarized briefly as follows.

The contents of the textbook can be classified into six categories, history and geography, mythology, humanity and ethics, ritual, lifestyle and recreation, and art and culture that include most important ingredients of Bunun culture. These learning activities and referential materials are selected and organized in response to children’s life experiences and their social patterns. It is observable that the textbook reflects the features of Bunun culture. Some shortcomings, however, are found. For instance, a big portion of the contents highlights on memorization of traditional cultural information, while critical learning, discourse on cultural transitions and changes, and discussion on controversial issues are not attended sufficiently.

This textbook is grounded on the child-centered theory. So far as it is found, the structure of the textbook is built in accordance with child developmental stages and under a sequence of being from simple to sophisticate, from familiar to unfamiliar, and from local to global. Most of texts, images, and exercises are corresponding to the requirements of pedagogical objectives and can be carried out easily. This textbook is well organized and inclusive; however, there are still some problems, for instance, inappropriate use of visual images, ill-fitting learning activities, unbalanced layout of texts and pictures, etc.

It is understandable that cultural education cannot be fully achieved in a short period of time or in a perfect manner. Even so, I believe as long as we are enthusiastic, flexible, and open-minded and willing to progress gradually and persistently, we still can make our aboriginal cultural education improved. I also hope that findings of this study will benefit future planning of curricula and textbooks for aboriginal children, policy making for aboriginal education, and promising promotion of cultural heritages.