依類型 族群 主題   
 
 
2021.05.08
國小教師原住民族教育教學實踐之個案研究
族群: 跨族群  
主題: 族群教育、一般教育  
作者 蘇彥如
學校系所 國立臺中教育大學 教育學系
地點 全臺 全部  
研究內容

 本研究主要目的在於深入探究個案教師如何實踐原住民族教育,探討重點為:個案教師在學校一般課程及民族文化課程的教學實踐情形。研究者採用質性研究的個案研究法,透過訪談、觀察、文件分析的方式進行資料的蒐集,獲致結論如下:
一、個案教師在一般課程的教學實踐情形
(一)課程設計考量學生學習狀況,民族文化相關內涵的融入主要在國語課堂中呈現,數學課堂中較少回應到民族文化知識內涵
(二)透過外在環境的安排提供學生學習與交流的機會,並因為不同的學生及教師特質,塑造不同樣貌的班級氣氛
(三)教學能夠引發學生學習動機,善用多樣化教學活動,並提供學生不同的學習方式
(四)師生間多為雙向溝通,並能利用鼓勵、讚美及非語言形式與學生進行互動
(五)藉由課堂中的隨機測驗、學生學習單及作業書寫狀況,掌握學生學習的狀況
(六)較少針對一般課程進行教學增能,有時會透過學校研習、網路資源及教師間意見交流增進教學專業知能
二、個案教師民族文化課程的教學實踐情形
(一)個案教師的教學信念影響課程設計的方向,在課程設計上能夠深入探討民族文化內涵,亦能適時連結一般課程知識,並明列出族語教學的內容
(二)重視情境式的學習,會依照課程主題安排學習場域,並事先妥善安排人力、
物力資源
(三)進入主要教學前先提供學生前導組織,教學活動以實作為主,並結合多媒體教學,最後協助學生將學習內容組織化
(四)師生互動以討論的方式為主,並呈現教師與學生間教學相長的互動模式
(五)透過學生文本的呈現、實作的過程或成品、小組專題報告及學生自我檢核表,瞭解學生的學習狀況
(六)除了學校安排的備課會議及說課、觀課、議課,個案教師亦會透過閱讀及田野調查增進民族教育的教學專業知能

The paper aims to explore how the teachers put indigenous education into practice, the two key aspects are the conditions of the teachers’ teaching praxis in general courses and cultural courses. The researcher use a case study in qualitative research, and collect datum by interviews, observations, and documents. The conclusions of this study are as follows:
1. The conditions of the teachers’ teaching praxis in general courses:
(1) The course designs take the students’ learning conditions into account, and integrate cultural meaning timely.
(2) Provide the students the chances of learning and interpersonal communication by external environment arrangement, and create different class atmosphere because of the different characteristic of the teachers and students.
(3) The teachers’ teaching can lead to the students’ learning motivation, make good use of various teaching activities, and provide the students with different learning ways.
(4) The communication between the teacher and the students is mostly two-way, and the teachers interact with the students by encouragement, praise, and non-verbal form.
(5) Grasp the status of the students’ learning by random quizzes, worksheets, and homework.
(6) The teachers enhance their teaching professional knowledge through the training courses, online resources and the opinions exchanging among teachers.
2. The conditions of the teachers’ praxis in cultural courses:
(1) The teachers’ teaching beliefs influence the direction of the course designs. The course designs can explore cultural meanings in depth, also can connect the knowledge of general courses and list the content of ethic language.
(2) Attach importance to situational learning, the teachers arrange learning fields according to the subject of the course, and arrange human and material resources in advance.
(3) Provide students with a leading organization before entering the main teaching. The teaching activities are based on practical experiences, combined with multimedia teaching, then assist the students in organizing learning content.
(4) The interaction between the teacher and the students is mainly in the form of discussion, and can see teaching benefits teachers as well as students from the interaction between them.
(5) Understand the status of students’ learning through the presentation of texts, the actual process or products, group topic reports, and students self-checklists.
(6) In addition to the school-arranged lesson preparation meetings, lectures, observations, and discussion, the teachers also enhance the professional knowledge through reading and field research.