以邏輯模式評估左鎮國中專案課程與學校教育及社區營造之關係
URL: https://thesis.lib.ncku.edu.tw/thesis/detail/548a025576100ef43513921c4395bf74/?seq=3
社區與學校之間的關係可謂密不可分,尤其近來教育制度的轉變使社區與學校之間的關係隨之調整,社區為學校的外在環境,學生多為社區居民之子女,仰賴學校教育而成長與學習。地方本位教育是一種教學方式,運用在地社區與環境作為起點,強調實作與真實世界的體驗,幫助學生發展出與社區更強的聯繫,並幫助他們主動奉獻,進而能夠留在家鄉協助在地永續經營與發展。對於台灣偏鄉社區而言,高齡化、少子化、人口外流是常見問題,近年來在社區營造以及地方創生的輔助下,許多偏鄉社區藉由空間改造、地方特色營造等項目提升社區的凝聚力。由過去社區營造文獻中,分為生態與環境景觀、社會與文化、經濟與產業、生活機能、機制與治理五大指標進行探討與實證評估,藉由不同指標羅列評估項目,進而進入社區進行評估,瞭解社區發展協會、在地組織是否能夠使社區持續經營。然而,在少子化、人口外流的社區中常因無法傳承而導致最終無法持續經營社區事務,因此,本研究嘗試由社區的文化及教育中心-學校,以強調學生的生活環境與經驗為學習的題材切入,利用地方本位教育理論的觀點瞭解偏鄉學校專案課程與社區營造之間的關聯性。
本研究透過個案研究,以台南市左鎮區左鎮國中為案例,來理解學校專題課程如何成為學校教育及社區營造之媒介,左鎮區為台灣地方創生示範地區,過去八年,左鎮國中該校透過各界資源,帶領該校學生與社區組織合作,學生在社區中透過實地踏查,認識社區發展協會、在地組織中的專業人員,使學生跳脫過去制式學習模式,以更自由且正向的方式學習。研究問題為左鎮國中專案課程與地方本位教育、社區營造關係為何,以及其左鎮國中專案課程對於地方本位教育及社區營造之影響,研究方法包括文本分析、參與觀察、半結構式訪談、問卷以及焦點團體,透過半結構式訪談,與在地權益關係人進行問題探索,透過邏輯模式來了解專案課程之短中長期效益。 本研究發現,左鎮國中於八年間,透過內、外部資源的連結,發現左鎮國中專案課程,其內涵與精神與地方本位教育高度相關,在了解課程之社區效益上,本研究藉由社區營造之指標,透過社區發展協會、在地組織所執行在地文化教育、自然與環境教育以及科技教育,與社區產生互動,達到對社區自然與文化理解、道德與公民意識以及人際關係與團隊合作三個面向的效益,進而使學生的在地認同感提升,促進社區之傳承與永續發展。本研究以左鎮國中的邏輯模式綜整相關假設、資源、活動以及效益與影響,提供未來相關研究偏鄉地區之社區營造與地方本位教育的效益評估原則。
This is a case study on Zuojhen Junior High School in Tainan. In communities with declining birth rates and out-migration, it is often difficult to pass on the heritage, and the operations of community affairs will eventually fail. Therefore, the purpose of the study is to learn from the cultural and educational center of the community—school. By emphasizing students’ living environment and experiences as the subject of learning, the study uses the perspectives of place-based education theory to understand the relationship between the project-based curriculum of this rural school and the community empowerment of Zuojhen. What is the relationship between the school’s project-based curriculum and place-based education and community empowerment? What impact does its project-based curriculum have on place-based education and community empowerment? To answer these research questions, the study uses semi-structured interviews, questionnaires, and focus groups to explore the relevant issues with the stakeholders in the local community and reconstructs a logic model to elucidate the benefits of the education model. The study finds that through the Community Development Association’s involvement, local businesses’ implementation of local cultural, environmental, and technology education, interactions within the community are increased. In addition, the students develop a deeper understanding of the community’s natural environment and culture, a keener awareness of ethics and citizenship, and better outcomes in interpersonal relationships and teamwork. As a result, students’ local identity is enhanced, community heritage and sustainable development are promoted, and principles are established for future evaluations of community development and place-based education in rural areas.
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Additional Information
Last updated | May 4, 2022 |
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Created | May 4, 2022 |
Format | unknown |
License | CC-BY-NC-SA 4.0 |