| Summary: | 碩士 === 國立臺北大學 === 民俗藝術與文化資產研究所 === 104 === Abstract:
Tea and folk-customs are strongly related; tea is used to display respect and acceptance in a number of ways such as Buddhism practice, welcoming guests and engagement ceremories. Tea has become an indispensable part of human life, and with the rise of tea practice, the manufacturing of tea sets, water selection, quality of tealeaf and tea tasting abilities have been well studied. Tea, a necessity of daily life, has developed into a form of art, thereby the term Tea Arts coming about.
The practice of Tea Arts is a complex activity. Based on quality tealeaf and tea-brewing principles, the art of tea focuses on the etiquettes and positive attitude towards life. Also, applying Tea Arts into the courses at school can help students enhance their personality development, both mentally and physically.
The prosperity of the tea industry in Taiwan started during Daogaung and Tongzhi of the Qing Dynasty. During the period of Japanese occupation, the government referred to the tea industry as one of the priorities for the country’s development. For instance, to offer students practical tea knowledge, four lessons in the textbooks in public schools were about tea of Taiwan, which can be seen as the origin of homeland education.
In 1993, Ministry of Education implemented the course of local culture learning activity, aiming to extend education from within schools to local communities. It combines normal study with the local comminity environment and resources. In this way, students are expected to better their understanding of their own culture and thus to develop a strong emotional link between themselves and their hometowns. This linkage can encourage students to be more willing to contribute to the development of their hometown, which is the ultimate goal of local culture education.
Dacheng Elementary School and Chajiao Elementary School of Three Gorges District, Shidian Elementary School and Yunhai Primary School of Yundian District, and Pinglin Elementary School of Pinglin District, all located in 100-year-old tea villages, have applied the art of tea to their teaching syllabus and have also made this tea course a feature of their teachings. This essay aims to discuss the relationship between the study of Tea Arts at different schools and the impact upon the development of local communities. Subsequently, this study can be utilized as a reference for the development of local culture education in other districts.
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