鄉土教學議題融入戶外教育課程之行動研究以台南新化大目降廟宇文化為例

An Action Research on the Homeland Education for Outdoor Education Course- Case Study of the Temple Culture of Tavocan Temple

近年來台灣本體意識高漲，鄉土教學與在地文化課程逐漸受到重視，教師是發展鄉土教育或在地文化課程的重要角色，教師除了增進在地文化知識的認知外，設計課程實施教學、教學成效探討、搭配教學安排學生參與在地文化活動等。其中，民間信仰是台灣的文化現象，廟宇文化更是台灣在地文化的特色之一。祭拜敬神是台灣民眾尋求心靈安定與慰藉的管道，廟宇的存在滿足了人們安身立命的需求，給予民眾一個精神寄託的地方。本研究期望透過戶外教育之行動研究方式，將台南新化大目降廟宇文化融入課程，設計在地廟宇文化特色課程讓研究對象學習，藉此培養研究對象能主動關心、熱愛廟宇文化的情懷，讓廟宇文化能有傳承的教育意義。研究發現，完整廟宇文化課程後，有助於其認識在地民間信仰文化的特色，亦願意將所學到的廟宇文化知識與他人分享。課程成果海報亦能呈現出故事背景，可知研究對象對於民間故事比較感興趣。配合戶外教育的行動研究，增加教學互動性，將有助於研究對象對於廟宇文化保存與傳承的實質感受。研究結論可供各級學校、在地文化相關單位，作為在地鄉土教學的參考。

In recent years, there has been a rising awareness of local identity in Taiwan, leading to an increased focus on local cultural education and curricula. Teachers play a crucial role in developing homeland education and cultural programs. In addition to enhancing their understanding of local cultural knowledge, teachers are responsible for designing and implementing curricular activities, investigating teaching effectiveness, and arranging student participation in local cultural events. Among these cultural phenomena, folk beliefs are a significant aspect of Taiwanese culture, with the temple culture derived from them being one of the distinctive features of local culture in Taiwan. Worshiping deities serves as a means for the Taiwanese people to seek spiritual stability and solace. The presence of temples fulfills the people's need for a foundational existence and provides a place for spiritual refuge. This study aims to integrate the temple culture of Tavocan Temple in Tainan's Xinhua district into the curriculum through action research in outdoor education. It is designed to cultivate in the research subjects a proactive concern for and appreciation of temple culture, thereby imparting an educational significance that fosters the transmission of this cultural heritage. The findings reveal that participants believe attending a series of temple culture courses has enhanced their understanding of local temple culture and their willingness to share the knowledge they acquired with others. By employing action research based on outdoor education, the study has increased the interactivity of the teaching process, contributing to the participants' tangible feelings toward the preservation and transmission of temple culture. The conclusions drawn from this research may serve as references for educational institutions at various levels and local cultural organizations in the development of curricula highlighting local characteristics and folk education.