政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/138123
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 113648/144635 (79%)
造访人次 : 51569158      在线人数 : 556
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/138123


    题名: 學生進行文化知識翻新以提升文化認同感與文化理解
    Students Engaging in Knowledge Building to Enhance Their Cultural Identity and Cultural Understanding
    作者: 洪國財
    許菱雅
    贡献者: 教育與心理研究
    关键词: 文化認同;文化理解;知識翻新教學
    cultural identity;cultural understanding;knowledge building
    日期: 2021-09
    上传时间: 2021-12-06 16:36:23 (UTC+8)
    摘要: 《十二年國民基本教育課程綱要》提倡培養學生理解與積極關心本土事務的素養，以及自我文化認同的信念，認為這是國家文化傳承中非常重要的環節。有鑑於此，本研究乃透過知識翻新活動，期使學生能協同合作以提升文化認同，建構具創造傾向的文化觀點與理解。本研究採個案研究方式，研究對象為七位原住民國小六年級學生，採混合式方法蒐集資料，以質性與描述性統計共同呈現分析結果。研究結果為：一 ; 集體共構可以有效幫助學生建構出更完整的文化知識 ; 二 ; 反思性引導提問可以有效幫助學生縮小認同與文化知識或理解不足間的鴻溝 ; 三 ; 透過集體的共構知識地圖 ; 課堂的討論與互動及教師的引導，可提升學生自我文化知識 ; 四 ; 知識翻新集體建構的文化知識對學生個人的反思和評鑑是有關且為有效的教學方法。根據研究結果，本研究對教學設計與課程設計提出建議。
    An important educational goal of the Ministry of Education in Taiwan is to promote better understanding of cultural knowledge and to enhance their cultural identity among students from aboriginal cultural backgrounds. Building on the goal, the present case study attempts to explore whether engaging aboriginal students in various types of collaborative knowledge building activities can enhance their cultural identity and help them construct a cultural understanding that values knowledge creation. The participants were seven sixth-grade aboriginal students from a primary school in Taiwan. The data were collected by a mixed method and analyzed using both qualitative and descriptive statistics. The results are as follows: (1) Engaging students in collaborative knowledge building activities helped them construct more thorough cultural knowledge as a class community ; (2) Using guided reflective questions also helped reduce the gap between high cultural identity and low cultural knowledge among students ; (3) Use of guided reflective questions also helped enhance students’ cultural knowledge. Overall, using knowledge building for constructing cultural knowledge is found to be a relevant and effective pedagogical method for enhancing students’ personal reflection and evaluation of their cultural understanding. Some implications for designing curricular and pedagogical activities for cultural education were also discussed.
    關聯: 教育與心理研究, 44(3), 99-125
    数据类型: article
    DOI 連結: https://doi.org/10.3966/102498852021094403004
    DOI: 10.3966/102498852021094403004
    显示于类别:[教育與心理研究 TSSCI] 期刊論文

    文件中的档案:

    档案 大小格式浏览次数
    406.pdf5462KbAdobe PDF2189检视/开启


    在政大典藏中所有的数据项都受到原著作权保护.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回馈