| Summary: | 碩士 === 國立臺南大學 === 社會科教育學系碩士班 === 93 === The purposes of this study were to investigate the current status of indigenous knowledge and indigenous identification for the elementary school senior grade students in Tainan City, to compare the differences of students’ indigenous knowledge and their indigenous identification between different personal background, to analyze the relations between students’ indigenous knowledge and students’ indigenous identification, and to explore the forecasting abilities of students’ personal background and indigenous knowledge on students’ indigenous identification .
In order to reach the purposes, the researcher compiled questionnaires about indigenous knowledge and indigenous identification for the elementary school senior grade students in Tainan City. The sample was consisted of 753 students from 12 elementary schools. The data was analyzed by using the method of descriptive statistics, Independent t test, One-way ANOVA, Pearson Product-moment Correlation, and Multiple Regression Analysis.
The empirical results of the above study were synthesized as follows:
1.The indigenous knowledge gained by the elementary school senior grade students was not satisfied,but their indigenous identification was positive.
2.The result of the “Indigenous Knowledge”questionnaires showed that there were significant distinctions among different sex, grades, frequency of participating indigenous activities, sources of getting indigenous knowledge and social economic status ; however , there were no large distinctions among different habitation time .
3.The result of the “Indigenous Identification”questionnaires showed that there were significant distinctions among different grades, habitation time and frequency of participating indigenous activities ; however , there were no large distinctions among different sex, sources of getting indigenous knowledge and social economic status .
4.Students’ indigenous knowledge and indigenous identification were positively correlated.
5.The students’ personal background variables and students’ indigenous knowledge can predict students’ indigenous identification efficiently.
According to the results of this study, the researcher makes some suggestions for teachers, elementary schools, the departments of education administration and the future investigations.
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