泰雅族國小學童認知式態與其社區文化關係之探究：以彩虹部落為例

• Main Authors: Jiun-Yi Jaw, 趙君宜
• Other Authors: 陳枝烈
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/51036956368779525663

碩士 === 國立屏東教育大學 === 教育行政研究所 === 95 === An Investigation into Atayal Elementary School Children’s Cognitive Styles and their relations with the Community Culture: A Case Study of Rainbow Tribe Abstract This study aimed to probe into the expression forms of Atayal elementary school children’s cognitive styles and the influences of their community culture. In this study, 2nd grader Atayal students in Peach Elementary School (alias) in Rainbow Tribe (alias), Fusing Township, Taoyuan County, were selected as subjects. Besides, an in-depth interview was conducted on the principal, director, school nurse, guide for resident students, teacher, parents, and community residents. This was a qualitative study, using participant observation, in-depth interview, and document analysis to collect relevant data. The data were dissected, induced, and examined to understand Atayal elementary school children’s cognitive styles and their relations with the culture of Rainbow community. The results were concluded as follows: 1. The cultural characteristics of the Atayal Rainbow Tribe were: 1) the power of gaga organization and respect for utux are still existent; 2) stable but stagnant community development has led the residents’ life to poverty; 3) alienated parent-child relationship cannot be fixed and the parenting power is weak. 2. Atayal elementary school children’s cognitive styles included: 1) having simple and straightforward awareness that reflects their life experiences; 2) using associations to define various things; 3) being fond of concrete and sensory dynamic learning, but more troubled with metaphysical understanding; 4) having a conservative personality that is impulsive, passionate, and not fond of competitions. 3. The educational implications of Atayal elementary school children’s cognitive styles were: 1) taking life experiences as an example and making learning closer to daily life; 2) flexibly adopting different teaching methods to better their learning effectiveness; 3) enriching metaphysical understanding experiences by training their reading ability; 4) tolerating non-standard answers from different cognitive styles; 5) starting from daily life concerns and reminding them to speak and act cautiously; and 6) highlighting individualism and independence to cultivate their confidence. 4. The community culture factors that influenced the children’s cognitive styles involved: 1) life in mountains where life experiences are vital; 2) animism as the religious belief; 3) a social structure that values grouping; 4) a culture passed on with no text; 5) stable but stagnant community development; 6) campuses with a stable and conservative atmosphere; 7) alienated and helpless family education. Finally, based on the above conclusions, suggestions were proposed as a reference for teachers in aboriginal communities, authorities in charge of aboriginal education, and future research.