The Teaching Study of using " Cultural Resources of Crescent Historical Area of Yilan City " into Elementary School Social Studies

• Main Authors: CHIU, TSUNG-CHU, 邱淙鉅
• Other Authors: Ho,I-Lin
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/13775349875831576115

碩士 === 國立臺北教育大學 === 台灣文化研究所 === 103 === The study investigates the teaching resources facilitated by an urban planning project which revives a historical heritage, Luna of Yilan. By applying the aforementioned cultural resources into indoor and outdoor teaching activities in social studies, the researcher intends to explore the effects of such application. The course includes four units. The first two units are instructed indoors, which contain two sessions, eighty minutes in total. The third unit in the project is instructed outdoors, which contains three sessions, one hundred and twenty minutes in total. The fourth unit of the project contains a forty-minute session. The three-hundred-and-twenty-minute course is designed to facilitate students’ knowledge in the settlement of the Yilan city, the heritage cites along the Luna Trail, and to strengthen the connection between the cultural heritage and the students. Taking a qualitative approach, the research outcome of the study is gained mainly by observation and interview. Students’ responses and performance, such as the learning sheets, questionnaires, performance in achievement tests and observation anecdotes, will also be taken into consideration The Conclusions of the application are: first, the inclusion of such a heritage cite into the teaching of social studies provides an opportunity for students to connect the knowledge in the textbook to real life experiences. Second, Luna of Yilan is equipped with abundant historical and cultural resources, which would help cultivate students’ awareness for indigenous culture. With the cite being close to the elementary school that the researcher teaches in, the course can be further expanded into a series of feature courses for the school. Third, the implementation of such a course helps facilitate students’ concern for indigenous cultural heritage of their homeland.