國小教師本土化概念及其運作課程之研究

• Main Author: 彭鴻源
• Other Authors: 歐用生
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/52417364563331976106

碩士 === 國立台北師範學院 === 課程與教學研究所 === 90 === Abstract Following the democratization of Taiwanese politics, the temporal background to our highly varied society has become a complex web. Yet the stress on Taiwanese indigenization, which is what Taiwan society considers important in the present stage, is a call showing that Taiwan is an independent whole. The aim of this research is to investigate the notions of indigenization of one elementary school teacher as well as the problems this teacher encountered while operational curriculum. In order to understand in-depth this teacher’s notions of indigenization as well as the classroom situation, this research selected the methods of classroom observation, interviewing, document analysis, and gathering related data. Then this gathered data was arranged, summed up, and analyzed. Through this process, conclusions were reached. These, along with recommendations, are presented below. I. Conclusions 1. Teacher Wu’s images of indigenization sought to bring together race and culture. In this process, splits and animosity were avoided, so that both could coexist peacefully. 2. Teacher Wu’s images of indigenization stressed a variety of viewpoints, to avoid a single, official, Han Chinese bias. Rejecting this bias is to avoid creating a fascist culture in which others’ thinking is controlled. 3. In terms of the issue of identifying with one’s nation, although Teacher Wu is a citizen of the R.O.C., Taiwanese, and culturally Chinese, she chose to avoid dealing with the issue of national identification. 4. Teacher Wu felt that the best approach was to start from our present position in Taiwan and hold a centered and objective perspective. This perspective is used to reinterpret Taiwan’s history and culture. 5. In terms of the teaching site, Teacher Wu used educational media, field trip teaching, and extracurricular reading, to express her own notions of indigenization. 6. There was a strong relationship between Teacher Wu’s knowledge and action. 7. In the course of operational curriculum, Teacher Wu faced difficulties in these areas: teaching time, textbooks, monthly examinations, knowledge and ability related to indigenization, and the socio-economic status of students’ parents. 8. In operational curriculum, Teacher Wu displayed a high level of independence, using her own way of interpreting and solving problems. 9. The factors that influenced Teacher Wu’s conduct of this course were: her individual position as a teacher, the administration, and parents’ socio-economic status. II. Recommendations 1. In promoting the indigenization -related course and its content, teachers’ knowledge and ability must be enriched. 2. In promoting indigenization -related education and courses, related accompanying measures should be enhanced. 3. In promoting indigenization education, “Who am I?”─this question of identification and identity─should be dealt with fully and speedily. 4. In terms of textbook compilation, representatives from many different groups should be included, different voices and perspectives─in order to avoid encouraging intellectual fascism, thought control by a governing system. Key Terms: Indigenization, Operational curriculum