紀錄片vusam種子種下創作論述與製作說明

A Discussion and Description of the Production of the Documentary ''Planting the Seeds of vusam''

本創作旨在觀察「土坂VUSAM文化實驗小學」面對文化傳承與族群振興的問題，如何從教育著手，以文化回應教學方式，建立族群認同與歸屬感。創作者以紀錄片形式，敘說排灣族文化融合數學課程，將文化作為學力提升的設計過程，透過探究師資培育者與校長，用何種方式與學校教師互動、學校教師如何發展教學過程與師生關係，教師們如何面對現實與挑戰之間的落差，反思文化與學習者之間的關係。創作者以觀察者的角度，詮釋文化連結學習興趣的觀點，也許是文化符號的生活風景觸發學習陌生事物的熟悉感，用這樣觀點去看待數學及任何學科時，就可以發現之間的連結之處，而在親師、師生的關係經營與互動也牽動學習者的興趣培養與動力啟發。創作中也探問教師在實驗教育環境下的內在感受，如何看待自身熟悉文化教材所構成的場域，面對人力分配、行政事務、福利制度等因素下捨棄相互矛盾的自我調適，並以此詮釋教學者與學校間形成的巧妙關係。

The purpose of this work is to observe the way in which the ''Tuban Experimental Elementary School for Vusam Culture'' addresses cultural transmission and works to revitalize to tribe. Beginning with education, it looks at how culturally responsive teaching is used as methods of learning while establishing a sense of identity and belonging to the tribe. A documentary approach is used to narrate the way in which Paiwan tribal culture is integrated into the math curriculum-and how this cultural creation is used in the process of improving learning ability. It also examines the way in which teacher trainers and the principal use a variety of methods to interact with the school teachers, and how the school's teachers develop their educational activities and their relationships with students. It also examines the way in which teachers face real situations and challenges, and reflects on the relationship between culture and learner. From the perspective of an observer, this work interprets the positions in which culture is linked to learning interests. The possibility that cultural symbols within living environments help learner to feel a sense of familiarity when learning unfamiliar things is considered. When looking at mathematics or any subject in this way, one can find such connections. The relational operations and interactions between parents, teachers and students also inspire interest and motivation among learners. The work also explores the inner feelings experienced by teachers in the experimental education environment, and looks at how they perceive the settings created by familiar cultural teaching materials and how they abandon contradictory self-adjustment when faced with such factors as human resources distribution, administrative affairs, and the welfare system-using these to interpret the incredible relationship formed between the educator and the school.