研究內容 |
|
隨著少子化與高齡化社會的來臨,原住民傳統文化的意識逐漸抬頭。然而現代化社會中,原住民文化並非主流,造成原住民傳統文化逐漸式微,因此政府部門強化原鄉學校的文化傳承教育。本研究旨在探究原住民傳統狩獵文化融入代間教育的推動情形。研究場域為嘉義縣阿里山鄉某國民小學,本研究從參與狩獵文化課程之學生、獵人教師和部落高齡長老,三個跨世代的觀點進行比較,以半結構方式進行深度訪談。了解學生、高齡者和教師對原住民文化傳承融入代間教育的看法、參與情形與收穫。並且根據研究結果提供相關原住民族文化融入代間課程之參考。研究結果發現,學生、高齡者、教師皆認同自身原住民族狩獵文化,並且積極的傳承及學習。過程中雖然會遇到語言溝通與跨世代教學的困難,透過部落高齡者的經驗傳承、中世代獵人教師的協助,以及學生的認真學習,發展出一個老中青共學的代間原住民傳統文化學習模式。並且發現這種教學模式不僅可以促進代間的情感交流,也提升學生對原住民傳統文化的學習興趣與成效。
Public awareness toward traditional indigenous cultures in Taiwan has increased in response to subreplacement fertility and the emergence of an aged society therein. Nevertheless, because these cultures are not considered mainstream in the contemporary Taiwanese society, their inheritance has gradually declined. This has motivated relevant authorities to reinforce cultural heritage education in indigenous schools. This study explored the current promotion of incorporating traditional hunting cultures of indigenous Taiwanese people into intergenerational education provided by an elementary school in Alishan Township, Chiayi County. The intergenerational perspectives of students, instructors, and tribal elders attending a hunting culture course were recorded through semistructured interviews and compared accordingly. This clarified the interviewees’ opinions, participation, and learnings regarding current practices to incorporate indigenous cultures into intergenerational education. The study results were explored to provide a reference for future implementation of such practices. This study revealed that all the students, elders, and instructors identified with their own indigenous hunting culture and demonstrated a proactive attitude toward inheriting and learning the culture. Although language barriers and difficulties in intergenerational education were encountered, an intergenerational colearning model was established for traditional indigenous Taiwanese cultures through the inheritance of experience from tribal elders, assistance from middle-generation hunting instructors, and tireless learning efforts of the students. The proposed model not only promotes affective exchange between indigenous people of different generations, but also improves students’ interest and outcomes in learning traditional indigenous Taiwanese cultures.
|