大學生學習地方知識的教學實踐研究：以通識教育課程為例

A Study on Teaching Practices of University Students' Learning of Local Knowledge: A Case Study of General Education Course

臺灣當前正面臨少子女化、高齡化的地方創生發展課題。如何讓學生對於鄉村地區具備關懷的認知與意識？大學究竟可扮演哪些角色？發揮哪些功能？是大學人才培育必須思考的重要課題之一。本文以暨南大學通識教育中心「鄉鎮創新與永續發展」課程為個案研究對象。採行行動研究、問卷調查兩項研究方法。本文研究目的是探究大學通識教育課程中，導入社會參與教學模式，對於學生地方知識學的學習成效影響。 2學年上下學期研究結果顯示：透過課程導讀、實地田野參訪、訪談與個案文本書寫，修課同學對水沙連地區的社會創新事務與地方知識學、地方社會議題的理解與探索地方的能力都有正向學習作用，另透過分組團隊個案文本的書寫設計，亦可提升同儕之間的問題對話意識、團隊合作知能與實作經驗的累積。

Taiwan is currently facing the regional revitalization development problem of fewer children and an aging population. How to make students have the awareness of caring for rural areas? What are the roles and functions of universities? It is a topic that must be considered for the cultivation of university talents.
This paper takes the rural innovation and sustainable development course of the General Education Center of Chi Nan University as a case study. The purpose of this study is to explore the impact of the introduction of social participation teaching mode in university general education courses on students' learning effectiveness of local knowledge. The results of the teaching practice test in the first and second semesters of the 112th academic year show that through course guidance, field visits, interviews and case writing, the students have a positive learning effect on social innovation affairs and local knowledge in Puli area, the understanding of local social issues and the ability to explore places.