台北縣萬里鄉與瑞芳鎮六年級學童鄉土識覺之比較研究

• Main Author: 邱華璋
• Other Authors: 潘文富
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/26729524785629213470

碩士 === 國立花蓮師範學院 === 社會科教學碩士班 === 92 === Through the employment of the questionnaire method, the purpose of the research was to know the Indigenous Knowledge and the Indigenous Identification of the sixth grade students in Wanli Hsiang and Juifang Town, Taipei County. The sample includes 617 sixth grade students in Wanli Hsiang and Juifang Town, Taipei County. Based on the literatures review and survey, the instrument was self-designed with questionnaires employed in this study were the Wanli Hsiang and Juifang Town, Taipei County elementary Students’ Indigenous Knowledge Scale and the Indigenous Identification Scale. The data related were thereby obtained and analyzed via t test, one-way ANOVA, and canonical correlation analysis. The findings are as follows: 1.Descriptive analysis of Indigenous Knowledge: the average score and correct rate of the students in Wanli Hsiang is better then the students in Juifang Town, The grades of both groups’ students in Indigenous Geography and Indigenous Nature shows significant efficiency, and the grades of both groups’ students in Indigenous History should be improved. 2.Divergence analysis of Indigenous Knowledge: The parameters of ethnos, genders and integration of the Indigenous Education into the Grade 1-9 Curriculum effect students’ grades in Indigenous Knowledge. 3.Descriptive analysis of Indigenous Identification: both group’s students don’t show positive attitude in Indigenous Identification. The grades of the Indigenous Knowledge Scale of both groups’ students shows positive attitude in conserving the environment of human and cultures. And the attitude in participating community activities and integrating of different ethnos is more unenthusiastic. 4.Divergence analysis of Indigenous Identification: the parameters of genders and the teaching hours of local teacher and the integration of the Indigenous Education into the Grade 1-9 Curriculum effect students’ grades in Indigenous Identification. The parameter of ethnos and shows more significant effect from students in Juifang Town. 5.In relationship between Indigenous Knowledge and Indigenous Identification: except Indigenous History and Indigenous Identification, both 2 groups’ students show significant correlation in Indigenous Knowledge and Indigenous Identification. 6.Regression analysis of Indigenous Knowledge: “conserving the environment of human and cultures” in Indigenous Identification, “6-9 years” and “more than 10 years” in teaching hours of local teacher and “female” show significant effect to students. Regression analysis of Indigenous Identification: “female” and “teaching hours of local teacher” show significant effect to students. Based on the above-mentioned findings, suggestions are addressed as to the current indigenous education: 1.Emphasis should be put on the instruction of Indigenous History Knowledge with a view to enhancing students’ Indigenous Identification. 2.Teaching Indigenous Knowledge must understand the differences of students’ background, and enforce the coordinator between school administration and teachers. 3.The indigenous teaching materials should be kept updating, independent and integrating. 4.Combine with parenting education, and enrich the effect of family education on Indigenous Education. 5.Integrate the Indigenous Education into the Grade 1-9 Curriculum, and enrich students’ indigenous knowledge steady and continually. Key Word：Indigenous Knowledge 、 Indigenous Identification