鄉土教材歷史發展與課程組織之探析

History Development and Curriculum Organization of Taiwanese Homeland Curriculum

本研究旨在探討臺灣鄉土教材的歷史發展，比較臺灣與美國鄉土教材與多元文化課程綱要之同異，分析臺灣鄉土教材的課程組織，並將臺灣與美國鄉土教材與多元文化課程綱要之同異比較結果，應用於臺灣鄉土教材之分析上。臺灣鄉土教育歷史發展分為三個時期：前鄉土教育時期、鄉土教育蓬勃期與鄉土教育的穩定期，各分期均有其影響因素與特徵、根據臺灣與美國鄉土教材與多元文化課程綱要之同異比較，可知臺灣與美國在基本理念、課程組織、種族語言學習、社區資源運用方面，有其雷同之處。在強調地方特色或組成份子本身的多元性，與師資培育制度之結合與否，對不同種族學生學習類型與評量方式差異的關注，種族文化認同的可選擇性，種族文化維持與民族國家基礎的依存關係方面，兩國有截然不同的立場。研究的第二部份從多元文化教育與社會學習領域兩方面，分析鄉土教材可採行的課程組織，再以多元文化教育課程、螺旋狀課程與同心圓課程組織，來分析臺北縣新莊市的鄉土教材。最後承續研究第一部份的發現，從臺灣與美國鄉土教材與多元文化教育之同異比較結果，分析臺灣的鄉土教材，此部分獲得的結論包括：（1）強調地方特色外，亦應注意組成份子的多元性；（2）社會學習領域與多元文化教育課程組織，在鄉土教材的適用與補充性；（3）將多元評量理念融入鄉土教材學生評量與課程評鑑中；（4）鄉土教材應結合公民教育的理念；（5）鄉土教育應注意認同的選擇問題；（6）鄉土師資培育刻不容緩，並須考量種族與文化的多元性。

The purpose of this study was to clarify the history of homeland curriculum development in Taiwan， to compare Taiwan’s homeland curriculum and USA’s Curriculum Guidelines for Multicultural Education， to analyze the homeland curriculum organization， and to apply the comparison between Taiwanese and USA’s curriculum in Taiwan’s homeland curriculum.There were three stages in Taiwan’s homeland curriculum development， Pre─homeland education， popular stage and stabilization stage. Taiwan’s homeland curriculum and USA’s Curriculum Guidelines for Multicultural Education were compared in order to explore the similarities and differences between these two countries. The basic ideas， curriculum organization， native language learning and community resources were very similar as these two countries develop their homeland curriculum and multicultural education. But to emphasize local characteristics or members’ values， teacher education， the diversity in different ethic students’ learning styles and assessments， cultural identity and the foundation of nation─state， there were lots of differences between these two countries.The spiral， umbrella curriculum organization and multicultural curriculum were implemented in analyzing elementary schools’ homeland curriculum in Taipei County. After applying the comparison between Taiwanese and USA’s curriculum in Taiwan’s homeland curriculum， the findings was as follows：（1）Homeland curriculum should emphasize local characteristics as well as members’ values.（2）The curriculum organization of social studies and multicultural education could be used in homeland curriculum. （3）The idea of multi─assessment could be applied in homeland curriculum. （4）The ideas of civic education should be taken into account in homeland education. （5）It was important to consider the selection of identities in homeland education. （6）It was significant to face the problem of teacher education in homeland education.