當藝術遇見生態：台灣跨文化學習中的「物」與「我」

When Art Meets Ecology: “Object” and “Self” in Taiwan’s Cross-Cultural Learning

本文以行動研究法探討研究對象A校通識課程「生態藝術」和設計學士原住民專班「生態與文化」位於戶外E教學基地的教學合作。此跨域合授實驗計畫以「做中學」和「同儕教學」為主要教學法，引導學生用生態學、藝術和多元文化的角度探討「物」與「我」：「我與自然環境」和「我與他文化」的關係。此研究以問卷調查與內容分析法研討學生的課堂經驗以及其對自身與環境、對環境永續和對母文化與他文化之間的反思。問卷分析顯示：於「物」面向，行動參與者經習得原住民環境友善的生活智慧，加深自己對自然環境的認知與情感，同時擁有更正向的生態觀並清楚如何實踐環境永續。就「我」層面，同儕教學模式啟動原住民籍學生和通識學生的交流管道，鼓勵多元文化族群間的了解與認同。

This article explores the course collaboration between the General Education course, “Ecological Art” and the Bachelors of Design in Indigenous Studies course, “Ecology and Culture” at Research Object University A through action research. This teaching collaboration experiment applies “Learning through doing” and “peer tutoring” as the main pedagogies to guide students in their exploration of ‘object’ and ‘self’, ‘self and the environment’ and ‘self and other cultures’ through the perspectives of art, ecology, and multiculturalism in Taiwan. This research employs questionnaires and content analysis to evaluate students’ course experiences, as well as their reflections on self and the environment, on environmental sustainability, and on the relationship between mother culture and other cultures. From the ‘object’ aspect, the questionnaire analysis demonstrates that after learning environment-friendly indigenous traditional ways of life, research participants deepened their comprehension of and connection with the natural environment. They also obtained a more positive ecological perspective, as well as knowledge in environmentally sustainable practices. From the ‘self’ aspect, the peer tutoring model opened a channel for interaction between general education students and indigenous students. This learning process encouraged intercultural understanding and identification.