| Summary: | 碩士 === 國立雲林科技大學 === 文化資產維護系 === 106 === This study investigates the influence of homeland education activities on junior high school student' sense of place and cultural heritage cognition. The study would firstly find out relationships between cultural heritage education, homeland education activities and sense of place. Second, This study is based on one remote junior high school in Chiayi, to explore the plight of the teaching site and actually investigate the cultural heritage (including cultural resources) in the student life circle, Then, teacher find out the change and growth of the sense of place and cultural heritage cognition among junior high school students after teaching and tracking.
The findings discovery is as follows:
1. Through the teaching activities, students have more understanding of their homeland and raise awareness of the cultural heritage cognition in the same time. The sense of place began to sprout in the process.
2. Students’ enthusiasm for homeland and cultural heritage needs to be continuously enhanced. Through continuous experience and feelings, we can shape emotional identity, and thus create a sense of place for students.
3. For the junior high school students in the rural areas, in the homeland education activities curriculum, through different classroom modes, stimulate interest, enhance learning motivation and self-confidence, strengthen the sense of responsibility, and discover and feel the beauty of local culture in the process. And they can learn about the meaning of community building and the cherish and gratefulness of the place.
In addition, the study found that the "integration of the cultural heritage cognition into the localized curriculum model of localization" in the semester of the community teaching activities carried out by the community or flexible curriculum, from the understanding of the local community, leading students to see and appreciate the beauty of local culture, Rising the feelings of the place, and then cooperating with the camp activities in the winter and summer vacations, so that students can further understand the localities, and deepen their learning ability, try to use the lessons learned to introduce places and think about ways to improve the place.
Even though traditional art has been included in the 12-year syllabus of the basic arts education in the country, the continuous use of the curriculum of homeland education activities to introduce cultural heritage cognition into the junior high school is still an important direction. Everything is about to begin.
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