光影交織下的文化永續之路：皮影戲推廣的跨界與創新

The Path to Cultural Sustainability under the Interweaving of Light and Shadow: Cross-Disciplinary and Innovative Approaches in Shadow Puppetry Promotion

本研究旨在將皮影戲文化作為核心素材，透過社會創新行動方案的實施——課程教學與活動推廣，回應在地文化傳承與社會需求。研究以質性訪談資料為主，結合教學實作與活動參與觀察，以社會創新理論四主題(Lettice andParekh)作為資料分析依據，對課程與活動實施成效進行探討。研究發現，跨領域課程設計與活動將皮影戲定位為教育媒介與文化創新資源，呈現出「改變視角」的應用策略。在「建立缺失的市場連結」層面，課程整合科技應用、語言學習與社區參與，提升文化活動參與度及資源流動。在「吸引新客羣」方面，跨域課程拓展了大學端文學院、工學院師生的參與，工作坊與社區活動則深化受眾參與，形成文化認同與參與感。最後，「善用同儕支持」則有助於促進跨域單位間的連結與交流，建立文化共學網絡。研究建議，未來在課程與活動推廣上應導入多元觀點與跨域整合策略，建立支持網絡與評估機制，以提升文化教育的永續性與社會創新價值。

This study aims to employ shadow puppetry as the core material to respond to local cultural transmission and social needs through the implementation of social innovation initiatives, specifically curriculum-based teaching and promotional activities. The research adopts a qualitative methodology, primarily utilizing interview data, complemented by observations of instructional practices and participation in outreach events. Data were analyzed using the four themes of social innovation theory proposed by Lettice and Parekh, focusing on the effectiveness of curriculum and activity implementation.
Findings indicate that interdisciplinary course design and activities reposition shadow puppetry as an educational medium and a resource for cultural innovation, embodying a“changing the lens”strategy. In terms of“building missing market links,”the curriculum integrates technological applications, language learning, and community participation, thereby enhancing engagement in cultural activities and the circulation of resources. Regarding“engaging a new‘customer’base,”the interdisciplinary curriculum broadened participation among faculty and students from both the humanities and sciences, while workshops and community-based events deepened audience involvement, fostering cultural identification and a sense of engagement.
Finally, the theme of“leveraging peer-support”facilitated connections and exchanges among cross-sector collaborators, contributing to the establishment of a cultural co-learning network. Based on these findings, the study recommends that future curriculum and outreach initiatives incorporate diverse perspectives and interdisciplinary strategies, supported by robust peer networks and evaluation mechanisms, to strengthen the sustainability of cultural education and its value as a form of social innovation.