為了在全球化教育的影響下,提供適合原住民學生的適性教育,本研究以 地方本位教育與戶外教育為主要課程架構,採用「社區本位參與式研究法」與 當地老師、耆老、族人共同開發三次地方本位戶外教育課程,探討介入課程如 何影響原住民族學生的地方連結。課程除了呈現不同族群文化內涵,也促進學 生與大自然互動、培養尊重自然萬物的價值觀,進而建立學生的地方連結,充 分了解自己、族群與地方之間的連結,有利於未來傳承原住民族文化與傳統生 態知識。本研究以屏東縣魯凱族原住民國小的高年級學生為觀察對象,利用觀 察紀錄、訪談和文件資料,了解學生在介入課程前後地方連結的變化,找到自 己在地方中的角色與責任,但學生在地方連結的轉變是否有效或持久,仍需持 後續研究的追蹤;同時找回不同年齡階層的族人作為研究對象,以建構出年齡 與地方連結的理論。

With a purpose to provide an adaptive education model to accommodate the indigenous students under the influence of global education, this research applied a place-based education and outdoor education as the framework to develop a one-year place-based outdoor education course. It was under a community-based participatory approach to collaborate with local teachers, elders, and community members. The research also investigated the effects of the course on the place bonding to the students. The course presents with different ethnic cultures, in helping students understand the cultural context of the place, and promoting their connections with people and the land. After the course being taught, they fully understand the relationships between themselves, the indigenous groups, and the places. They also realize their future goal in maintaining the cultural continuity with the traditional ecological knowledge of the indigenous peoples and rootedness to the place. Students from the Rukai indigenous elementary school in Pingtung County participated in this study. Based on a triangulation of observations, interviews, and documents, the findings showed that they, after the course, demonstrated a deeper sense of place in local area and understand their own roles and responsibilities in the place. However, whether the transformation of their sense of place is effective or not, or whether this sense could last longer, requires more follow-up research. Moreover, the sense of place bonding from different age groups and from those who have emigrated outside of the community is worth studying in the future.

戶外教育、地方連結、地方本位教育、原住民族傳統生態知識、適性教育

Outdoor Education, Place Bonding, Place-Based Education Traditional,Ecological Knowledge, Appropriate education