歷史與教學的相互應用--以北投水道為例

Abstract

北投水道為日治時期明治44年（1911年）所完成的水道，屬於小規模的地方型水道，主要提供北投區域的民眾以及來到泡湯客乾淨飲用水，對照臺灣眾多的水道設施，北投水道是唯一一條考量到觀光需求所建設的水道，並且，在水道的路線之中，通過衛戍醫院北投分院、北投療養所、溫泉旅館區域以及傳統的漢人市街，更在竣工之後，於水道線路上建設北投公園、北投公共浴場、兒童樂園等等，開啟北投成為觀光路線的重要基礎設施，直到現今西元2023年，依然為北投的民眾提供乾淨的飲用水。本論文為多元實務報告，以北投水道為主題，發展國小階段在地化課程。在地化課程主要運用社區的資源，配合學生的生活經驗，探究學校或社區周遭的文化發展，而北投水道正好符合學生的用水經驗，位置也在學校的周遭，更能利用水道的路線，串聯北投發展的眾多歷史建築。因此，本論文為了更有效地發展課程，首先梳理北投水道的歷史發展脈絡，再配合國小階段的社會課程內容，設計一套北投水道的課程，帶領台北市北投區國小六年級的學生進行教室內的課程、戶外實地踏查。最後，藉由問卷、訪談等方式，了解學生對於課程實施的成效以及同儕教師進行課程之後的感想，發展出可複製的水資源在地化課程的教學模組，推廣至臺灣的不同學校。

The Beitou Aqueduct completed during the Japanese colonial period in 1911.It is a local aqueduct that mainly provides clean water for the people in Beitou and the visitors who come to for the hot springs. Compared to other aqueducts in Taiwan, the Beitou Aqueduct is the only one designed with tourism in mind. It runs through the Military Hospital, the Beitou Sanatorium, the hot spring hotel area, and even the traditional market streets. After Beitou Aqueduct completed, they bulided like the Beitou Park, the Beitou Public Bathhouse, and a Children's Playground, making Beitou an important infrastructure for tourism. Even in 2023, it's still serving up clean water.

This thesis is a professional practice report focusing on developing localized curriculum for elementary schools using the theme of the Beitou Aqueduct. Localized curriculum utilizes community resources and aligns with students' life experiences to explore the cultural development around the school or community. The Beitou Aqueduct perfectly fits into students' experience of water using, and its location around the school allows for students to learn the historical buildings in Beitou's development.

To develop the curriculum effectively, first outlines the historical development of the Beitou Aqueduct and then designs a set of curriculum based on the social studies content for elementary schools. This curriculum will guide sixth-grade students know more about Beitou history and go out to see. Finally, through questionnaires, interviews, and other methods, feedback from students and teachers on the effectiveness of the curriculum implementation will be collected, leading tothe development of a replicable localized curriculum module for water resources that can be promoted to different schools in Taiwan.