The Study of Cultural Heritage Cognition and Cultural Heritage Teaching Behaviors of Elementary School Teachers in Kinmen County

• Main Authors: Hsu, Yu-Lin, 許玉琳
• Other Authors: 張政亮
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/77421156341163182698

碩士 === 臺北市立大學 === 歷史與地理學系社會科教學碩士學位班 === 104 === There is a rich cultural heritage that can be used both as resources of tourism and materials of local education in Kinmen County. Promoting cultural heritage education can not only improve students’ identification of their hometown but also contribute to preservation of cultural heritage. In cultural heritage education, teachers’ professional literacy is closely related to their teaching of cultural heritage among students. Hence, the purpose of this study was to investigate the cultural heritage cognition and teaching behaviors of elementary school teachers in Kinmen County and further examine the relationship between each other. To this aim, the questionnaire survey method was adopted. A self-developed “Questionnaire Cultural Heritage Cognition and Teaching Behaviors of Elementary School Teachers in Kinmen County” was used. A total of 235 questionnaires were distributed to elementary school teachers in Kinmen County, and 206 valid responses were collected. From analyses of the collected data for descriptive statistics, independent-sample t-test, one-way ANOVA, and Pearson product-moment correlation, the following conclusions were obtained: 1.Elementary school teachers in Kinmen County showed high cognition of cultural heritage, especially in the aspect of the educational value of cultural heritage. 2.Elementary school teachers in Kinmen County showed good performance in all aspects of cultural heritage teaching behaviors , especially in implementation of instructions. 3.Teachers who have lived or been teaching in Kinmen County for a longer period of time had more knowledge of the cultural heritage in Kinmen County than those who have lived or been teaching in Kinmen County for a shorter period of time. 4.Senior teachers outperformed less senior teachers in terms of cultural heritage teaching behaviors. 5.Teachers specializing in the social curriculum outperformed other teachers in the aspects of instruction preparation and overall cultural heritage teaching behaviors. 6.Teachers in Jincheng Township had better performance in implementation of cultural heritage instructions than teachers in Lieyu Township. 7.Teachers with better cultural heritage cognition tended to have better cultural heritage teaching behaviors. Finally, based on conclusions, this study provided suggestions to the authority concerned, elementary school teachers, and future researchers.