共築文化根基：師資培育大學與小學攜手推動文化資產教育的課程實踐與教育意涵

Building Cultural Foundations: Analyzing the Educational Implications and Curriculum Practices of Cultural Heritage Education through the Collaboration between University and Primary School

本研究聚焦於國立屏東大學師資培育中心與屏東市仁愛國小合作推動文化資產教育課程的實踐經驗，探討此課程對國小學童學習成果與地方感建構之影響。課程設計結合體驗式學習與專題學習法，選定屏東市勝利星村為主要教學場域，進行四階段教學活動，包括「感官啟動」、「意義建構」、「創作與展演」及「社會倡議與實踐」。學生透過五感體驗在地飲食、訪談居民、學習歷史、進行創作與成果發表，建立起對文化資產的具體認識與情感連結。研究發現，學生不僅在知識層面獲得學習成效，更在情意層面發展出對城市與文化場域的歸屬與認同，部分學童更轉化為文化資產保存的倡議者。家長回饋與研究者反思亦發現，透過此類課程，學生能更深入理解在地歷史與社區文化，並積極參與文化保存行動。本研究顯示文化資產教育課程有助於提升學習動機與公民素養，對素養導向與地方本位教育具參考價值。未來研究可持續關注不同類型文化資產與教育模式對學生學習成果與地方感建構的影響，並可運用時間軸的概念來追蹤與探究相關課程對於學生長期性所可能產生的意義與影響為何。

This study explores the collaborative implementation of a cultural heritage education program between the Teacher Education Center of National Pingtung University and Ren’ai Elementary School in Pingtung City. It investigates the impact of the program on elementary students’learning outcomes and their development of a sense of place. The curriculum integrates experiential learning and project-based learning approaches, with Victory Star Village in Pingtung City designated as the primary site for instruction. The program was structured into four pedagogical stages:“sensory activation,”“meaning construction,”“creative expression and performance,”and“social advocacy and practice.”Through engaging in multisensory experiences with local cuisine, conducting interviews with residents, learning about local history, and participating in creative projects and public presentations, students developed both cognitive understanding and emotional connections to cultural heritage. Findings indicate that students not only acquired factual knowledge but also demonstrated increased affective engagement, including a growing sense of belonging and identification with their city and local heritage sites. Some students even transitioned from learners to advocates for cultural heritage preservation. Feedback from parents and the researchers’reflective observations further revealed that such curriculum enabled students to deepen their understanding of local history and community culture while actively participating in preservation initiatives. This study highlights the potential of cultural heritage education to enhance students’learning motivation, place-based identity, and civic literacy. It also provides a valuable reference for implementing place- based education. Future research could explore how various types of cultural heritage and instructional models influence students’learning and sense of place, and examine the long-term effects of such programs through a longitudinal framework.