| Summary: | 碩士 === 臺北市立教育大學 === 歷史與地理學系碩士班 === 99 === Cultural heritage is the record of human intelligence and is also the testimony of the historical development. Most of the social science textbooks that the third and fourth grades of elementary school use focus on the homeland as its learning subject. However, it couldn’t take all the homeland introduction of each area into account for the reason that the textbooks are applied for all the country. Cultural heritages are parts of native teaching, which could also lead the students to be more internationalized. Therefore, the teachers should teach the students from the cultural heritages of our homeland, make them experience the beauty of our country, stir up their enthusiasm for our land, and further cultivate their protective consciousness of the cultural heritages.
The research results were listed as below.
I. The abundant cultural heritages in Peitou District could provide a lot of educational resources to the students, which should be well used by the teachers. In addition, the combination of the cultural heritages and the teaching checklist could let the teachers collect the information more easily and conveniently.
II. After interviewing the teachers who had teaching experiences in cultural heritages in Peitou District, we could find that most of the teachers started teaching cultural heritages in the social courses of the third and fourth grades. The teachers collected the teaching materials of cultural heritages from the internet, the related books, and practical observation. Moreover, most of the teachers presented their teaching materials in PowerPoint and learning sheets. The teaching methods included the indoor teaching, outdoor traveling, and so on; most of the teachers would guide the students by themselves or ask other specialists to guide when they took the students for outdoor traveling. The assessment ways after the teaching included oral questions, filling the learning sheet, etc. The major difficulties the teachers encountered in teaching cultural heritages were:
It was not easy to hold outdoor traveling;
The teaching time was not enough;
Cultural heritage courses were squeezed by other courses; and
It was hard to collect the information.
III. The ability index indicated that it was feasible to integrate the cultural heritage knowledge into the social science courses of the third and fourth grades of elementary schools.
IV. To promote the courses in cultural heritages in Peitou District, the traveling routes to the cultural heritages of New Peitou Area should be considered and designed.
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