影視教材在國中台灣史的素養教學運用─以《灣生回家》為例

Abstract

日治時期的台灣，除了台灣人之外，也有生活在同片土地上的日本管理者及日本移民。「灣生」議題在2015年前以「遣返者」一詞較為熟知，直到紀錄片《灣生回家》的出現，才讓灣生一詞廣為人知。本研究於國中素養課程中，使用影視教材來做運用，導演黃銘正於2017年因書籍作者造假身分，澄清書籍與紀錄片之間應有所區別，勿忽略還有這樣的灣生真實存在。關切紀錄片中的灣生心態，經歷過的童年與被遣返後的區別對待，促成灣生的追尋之旅。本研究集中於當代的時空背景及灣生的身分認同感，再分析導演的理念及呈現手法，最後透過本紀錄片設計課程教案，研究結果顯示學生對於這樣的影視教材的確有提升對議題的認識，進而化為行動，也展現他們的同理心，符合108課綱要求的素養精神。

During the Japanese colonial period in Taiwan, alongside the Taiwanese people, there were also Japanese administrators and immigrants living on the same land. Before 2015, the issue of" Wansei " (Taiwanese born to Japanese parents) was more commonly known by the term "repatriates." It wasn't until the documentary " Wansei Back Home " that the term " Wansei " gained widespread recognition. This study utilizes audiovisual materials in the junior high school curriculum. In 2017, director Huang Mingzheng clarified the distinction between the book and the documentary due to the author’s falsified identity, emphasizing that the real existence of Wansei should not be overlooked. Thedocumentary sheds light on the mindset of the Wansei, exploring the differences in their childhood experiences and treatment after repatriation, which contributes to their journey of self-discovery. This research focuses on the contemporary historical context and the identity of the Wansei, analyzing the director's philosophy and presentation techniques. Finally, through the design of lesson plans based on this documentary, the research results show that students indeed gain a better understanding of the issue through such audiovisual materials, translating this knowledge into action and demonstrating empathy, which aligns with the competencies required by the 108 Curriculum Guidelines.