高中地方學課程對學生地方感形塑-以宜蘭學為例

Abstract

在全球化浪潮下，許多在地特色及人們對鄉土的認同感逐漸流失。然而，臺灣各地以多元方式建立地方學。宜蘭高中開設「宜蘭學」課程，以宜蘭為主軸，讓學生從社區或舊城區出發進行探究，成為學校特色。宜蘭學結合知識、行動、技能，學習不僅在教室內，也在室外，讓學生重新認識生活的土地，形塑地方感。本研究探討地方學課程對學生地方感之形塑，以選修宜蘭學課程之學生為研究對象，以課程設計、學生學習過程、學生的轉變為主軸，在一學期的課程中透過課程觀察、課程問答、作業表現、心得回饋、師生訪談等，探討以宜蘭為核心的地方學課程對學生的影響。研究方法採質性方式分析，以地方本位教育、地方感形塑相關理論分析高中的地方學課程設計與規劃、教師教學策略與引導，及學生學習的歷程與地方感之轉變。宜蘭學以「做一個有溫度的宜蘭人」為課程目標，教師著重在地知識與學科知能的整合，並強調學生對地方的感受、體察及情感表達。課程設計從在地出發，結合學校、社區、環境等在地資源，讓學生在多元的學習任務中，親自體驗、探索。學習過程中不僅增進環境與地方知識，教師也協助學生梳理每次與地方互動之後的感受，建構學生在地方的回憶、意義與連結，產生對家鄉的情感與熱愛，並將此美好的感受化為關懷宜蘭、傳承文化、保護環境之動力。學生在一學期課程中，經歷概念學習、意義建構、情意產生、循環回饋等地方感形塑階段，在地方認知、地方認同、地方依附、地方依賴等不同構面的地方感皆有提升，並提出對在地的想像或改善願景。Under the wave of globalization, many local characteristics and people's sense of identity with their hometown are gradually being lost. However, local historical studies are established in diverse ways across Taiwan. Yilan Senior High School offers the "Yilan Historical Studies" course, which focuses on Yilan and allows students to conduct research starting from the community or old city, becoming a characteristic of the school. Yilan Historical Studies combines knowledge, action, and skills. Learning occurs not only in the classroom but also outdoors, allowing students to re-recognize the land where they live and create a sense of place.This study explores how local historical studies courses shape students' sense of place. It takes students who elect Yilan Historical Studies courses as the research subjects, focusing on course design, student learning processes, and student transformation. Through course observation, Q&A sessions, homework performance, feedback, and interviews with teachers and students, the impact of Yilan-centered local studies courses on students is explored. The research method adopts qualitative analysis, using theories related to place-based education and sense of place shaping to analyze the design and planning of local studies courses in high schools, teachers’ teaching strategies and guidance, and the transformation of students’ learning processes and sense of place.Yilan Historical Studies aims to"become a warm-hearted Yilan person" as the curriculum goal. Teachers focus on integrating local knowledge and subject knowledge, emphasizing students' feelings, observations, and emotional expressions of the place. The curriculum design starts from the local area and combines local resources such as schools, communities, and environments, allowing students to personally experience and explore through diverse learning tasks. During the learning process, not only are the environment and local knowledge enhanced, but teachers also help students sort out their feelings after each interaction with the place, construct students' memories, meanings, and connections in the place, generate emotions and love for their hometown, and turn this beautiful feeling into care for Yilan, inheritance of culture, and protection of the environment. In a one-semester course, students go through stages of shaping their sense of place, such as concept learning, meaning construction, emotion generation, and cyclical feedback. Their sense of place is improved in different aspects such as local knowledge, place identity, place attachment,and place dependence, and they propose local imagination or improvement visions.