| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 96 === This inquiry attempts to present the process of Mr. Zixuan‘s curriculum praxis with his indigenous cultural identity through the life narrative inquiry. There are three main purposes as following:
1.Find out the identity developing process of Mr. Zixuan who isn’t Sansia indigenous people identifies with indigenous culture of Sansia.
2.Present what difficulties Mr. Zixuan encountered with and how he solved when he involved himself in community's cultural, historical affairs and carried out the indigenous cultural activities of the concept of praxis.
3.Explore the process of curriculum praxis that Mr. Zixuan carries out the indigenous cultural activities in Sihyun elementary school.
In the metaphor of “replanting lost roots of orchids ”, it represents how Mr. Zixuan inspires and coheres the indigenous cultural identity of indigenous people and students who show a complete lack of indigenous culture of Sansia. With the globalization, it’s more important for indigenous people to develop their indigenous cultural identity , so Mr. Zixuan sets up the cultural studio, the cultural association and carries out the indigenous cultural activities. Mr. Zixuan developed curriculum praxis in the elementary school and tries to make the next generation identify themselves with the indigenous culture.
Exploring the narrative inquiry of the process which Mr. Zixuan involves himself in and carries out the indigenous cultural curriculum, I try to realize how the indigenous culture of Taiwan can be more flourishing with the globalization; students can identify themselves with the indigenous culture, they wouldn't be lost in the foreign culture, and they will become active social actors who love their own community.
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