A Research on the Sixth Graders’ Indigenous Historical Knowledge and Indigenous Identification in Keelung

• Main Authors: Chung-Lang Chhiu, 邱中良
• Other Authors: Chia-Cheng Yu
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/68360167805543668353

碩士 === 國立臺灣海洋大學 === 教育研究所 === 95 === A Research on the Sixth Graders’ Indigenous Historical Knowledge and Indigenous Identification in Keelung Abstract The purpose of this study is to investigate the state of indigenous historical knowledge and identification of the sixth graders in Keelung, to compare the differences of indigenous historical knowledge and identification among the diverse background, and to explore the relation between indigenous historical knowledge and identification. The method of this study is to adopt “the Questionnaire of Indigenous Historical Knowledge and Indigenous Identification of the Sixth Graders in Keelung”, made by the researcher, to 395 samples. The findings of this study as follows: 1.The sixth graders have the medium level of indigenous historical knowledge; however, they get high level of indigenous identification. 2.The sixth graders in the suburb have higher indigenous historical knowledge and identification than those in the rural. 3.The sixth graders living long in Keelung have higher indigenous historical knowledge than those living short; however, the duration of habitation is of less influence on the degree of indigenous identification. 4.The sixth graders who participate in the local festivals and activities more have better indigenous historical knowledge and identification than never. 5.Fathers’ education level has positive relation with their children’s indigenous historical knowledge; however, it is of less impact on the degree of indigenous identification. 6.Mothers’ educational level is of less relation with their children’s indigenous historical knowledge and identification. 7.Race is of less influence on the indigenous historical knowledge, but it is a factor to affect the degree of indigenous identification. 8.Sex is of less influence on the indigenous historical knowledge and identification. 9.Access to obtain indigenous historical knowledge is of less impact on the indigenous historical knowledge and identification. 10.In terms of the degree of indigenous historical knowledge, the sixth graders with high indigenous historical knowledge are superior to low indigenous historical knowledge. Moreover, on the degree of indigenous identification, much indigenous historical knowledge pupils have; better the degree of indigenous identification. 11.As a whole, there is no significant relation between the indigenous historical knowledge and identification in this study. According to the above findings, the suggestions of this study as follows, I.Schools 1.Pay much attention to the influence of pupils’ background to the degree of indigenous historical knowledge and identification in the process of indigenous historical instruction. 2.Encourage pupils to join in the locally cultural festivals and activities as a way of improving their indigenous historical knowledge and identification. 3.Utilize community resources to support schools’ indigenous historical instruction. 4.Emphasize the significance of origins of indigenous historical knowledge to pupil’s learning indigenous identification. II.Educational administrative authorities 1.Design and provide teaching materials for schools about local modernization in cultural and economic development. 2.Take place locally indigenous festivals/activities and trips for pupils to enrich schools’ indigenous historical instruction. III.Further researchers 1.Take more account into the propriety of the content of indigenous historical knowledge questionnaire. 2.To increase or decrease the independent variables according to purpose of research. 3.Broaden the range of age to conduct the longitudinal comparison. 4.Adopt the quantitative and qualitative methods, especially participant observation and interview, to improve the validity and accuracy of research. Keywords: Indigenous Historical Knowledge and Indigenous Identification