Put the course of sociology into the teaching plan of Tanya Tatoo culture

• Main Author: 羅健國
• Other Authors: Pai,Yi-Fang
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/14605307723980948770

碩士 === 國立花蓮師範學院 === 國民教育研究所 === 90 === The purpose of this research is to design a series of teaching activities of Tayal Tattoo Culture and to carry on into the real cultural teaching. There are four purposes of this research: First, in order to help Tayal students to understand more about their own culture, researcher designs a series of teaching activities of Tayal Tattoo Culture and practicing them in sociology, first language study, the study of local geography and history, art class, and computer class. Second, by practicing these teaching activities, Tayal students could know their own culture and have a sense of self-esteem. They could identify themselves with the Tayal Groups gradually. Third, help students to find back their passion of Tayal culture and moreover, they could become keepers, or even creators of Tayal Culture. Forth, put Tayal culture into a curriculum and real life. Train students positively to be the persons of Tayal Culture keepers and improve the ability of accommodating themselves to the social circumstances. This is the ethnographic observation in which thirteen Tayal elementary school students were studied. Researcher and two teachers help practicing first language teaching and observe students’ reaction. According to the reaction of students during the class, the interview with students after class, the represent of students’ study sheets and teachers’ reflection towards the teaching, researcher adjusts the content of the teaching and generalizes some conclusions from teaching: 1.The teaching of Tattoo Culture, which indicates the differences and reminds students of their own experience, is different from the expectations of teachers’ teaching. 2.They effects students’ learning condition that teacher’s belief, experience of teaching, personal interest, attitude and values. 3.The teaching of Tattoo Culture fulfills the goals of sociology teaching, which focus on the living experience and train students to improve their abilities of accommodating themselves to the social circumstances. 4.Language and the traditional tribe culture are the important elements that get students to have identification of their tribe. 5.The variety of teaching plans could get students interests better. 6.The teaching of Tattoo Culture helps elementary students to have the identification and the feeling of being a part of their culture. 7.The teaching of Tattoo Culture helps Tayal students to feel like having the responsibility for carrying on their culture. 8.The teaching of Tattoo Culture helps the integration of different groups, dispels prejudices and discrimination, and makes students have the better relationship with other groups. 9.The consequence of the teaching of Tattoo Culture cannot ensure that students can be the main persons of Culture keepers and improve their abilities of accommodating themselves to the social circumstances. According to the conclusions above, researcher offers some suggestions below: 1.The education of teacher- qualifications-acquiring and in-service training should be subsumed into the Multicultural Education. 2.To increase teaching resources and carry on all kinds of study classes. 3.Combining the resources of school and community; establish the concept of which parents, teachers, and students are standing in the same place. 4.To advance and preserve the power and beauty of Aboriginal Traditional Culture. 5.To make it possible of writing the Aboriginal Traditional Culture’s textbook. 6.Work harder on teaching schedule design of Aboriginal Traditional Culture. 7.Researcher’s suggestion toward the study afterward: Put the special issue” Aboriginal Traditional Culture “into the real teaching schedule.