幼稚園實施「布農族文化教育」之研究-臺灣原住民族資訊資源網.docVIP

幼稚園實施「布農族文化教育」之研究 劉燕雯、鄭束芬、張耀宗 摘要 本研究旨在分析幼稚園布農族文化教育之實施程序及成效，研究參與者包括具有原住民族籍或原住民教學、研究經驗的部落長老、小學主任、幼教老師和大學教授，共同設計布農族文化教育課程，並由部落長老和幼教師在幼稚園進行協同教學。訪談內容、教學日誌、省思札記、教案、活動照片、幼兒作品和評量單，為研究資料的來源。 研究結論為：（一）幼稚園實施布農族文化教育之五個實施程序為分析學校資源、訂定課程目標、進行課程編輯、實施課程記實及進行多元評量；（二）幼稚園實施布農族文化教育之成效為幼兒接觸本身的文化資產、學校與部落增進合作關係，以及研究小組及他族幼兒增進對布農族文化之瞭解。 研究建議為：教育機關應補助幼稚園推動原住民文化教育計畫；母語傳承應聯結家庭、學校及部落力量；以及配合當地文化活動，並將教學場域延伸至部落。 關鍵字：幼兒教育、布農族、文化教育、實施程序與成效  Implementing Bunun Cultural Education in Kindergarten Abstract The purpose of this study was to analyze the procedure and effects of implementing Bunun cultural education at a kindergarten. The research participants included those who were Bunun aborigines and had teaching or research experiences in indigenous groups. The analyzed data contained document collections and interview transcriptions. The conclusions were as follows: There were five implementing procedures: analyzing school resources, assigning curriculum goals, compiling curriculum contents, recording teaching processes, and applying multiple assessments. Three effective results had been achieved: The children had learned their own cultural assets, the school had increased the cooperative relationship with the local tribe, and the research team members and non-Bunun children had accumulated their knowledge about Bunun cultures. Three implications were drawn from this study: The authorities should subsidize the indigenous kindergartens to initiate cultural projects; learning of the indigenous language should be combined with family, school, and tribe; and teaching spheres should be extended to the tribe associating with the local cultural activities. Keywords: Bunun tribe, cultural education, implementing procedure and effects, early childhood education 壹、研究動機與目的 國民中小學九年一貫課程規定，學生可依據意願自由學習母語，高中職原住民重點學校依據學校特色開設相關文化研習活動，以及大學階段可設有族群關係與文化研究所、人類學系與民族學系可開設文化課程（吳天泰，2001）。可見從國中小至大學教育階段已將原住民文化教育納入課程中，然而卻鮮見幼稚園將原住民文化教育融入課程，如全國幼兒教育普查報告（楊國賜、蔡榮貴，2002）顯示，公私立幼稚園教師仍普遍依賴坊間教材，導致未依據幼兒的生活背景、語言、文化特色及幼兒興趣設計與編製課程。張碧如