| Summary: | 碩士 === 國立嘉義大學 === 視覺藝術研究所 === 96 === Abstract
An Analysis of Aboriginal Culture Textbook：
Focusing on the Bunun Volume for Elementary School
By analyzing the Bunun volume of Aboriginal Culture Textbook issued by the Ministry of Education of ROC in 1993, this study attempts to see if this textbook contains enough information that properly reflects Bunun culture and whether it is well designed to fit to children’s cognitive development. Its final goal is to provide insights for aboriginal cultural education and curriculum design. To achieve these goals, this study uses the method of content analysis that proceeds from three doorways—the contents, learning and pedagogical objectives, and the pictorial layout. Findings of this study are summarized briefly as follows.
The contents of the textbook can be classified into six categories, history and geography, mythology, humanity and ethics, ritual, lifestyle and recreation, and art and culture that include most important ingredients of Bunun culture. These learning activities and referential materials are selected and organized in response to children’s life experiences and their social patterns. It is observable that the textbook reflects the features of Bunun culture. Some shortcomings, however, are found. For instance, a big portion of the contents highlights on memorization of traditional cultural information, while critical learning, discourse on cultural transitions and changes, and discussion on controversial issues are not attended sufficiently.
This textbook is grounded on the child-centered theory. So far as it is found, the structure of the textbook is built in accordance with child developmental stages and under a sequence of being from simple to sophisticate, from familiar to unfamiliar, and from local to global. Most of texts, images, and exercises are corresponding to the requirements of pedagogical objectives and can be carried out easily. This textbook is well organized and inclusive; however, there are still some problems, for instance, inappropriate use of visual images, ill-fitting learning activities, unbalanced layout of texts and pictures, etc.
It is understandable that cultural education cannot be fully achieved in a short period of time or in a perfect manner. Even so, I believe as long as we are enthusiastic, flexible, and open-minded and willing to progress gradually and persistently, we still can make our aboriginal cultural education improved. I also hope that findings of this study will benefit future planning of curricula and textbooks for aboriginal children, policy making for aboriginal education, and promising promotion of cultural heritages.
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