海洋永續：一位海洋紀錄片工作者的實踐歷程

Abstract

本研究以自我敘事的方式描述紀錄片工作者羅力導演從保家衛民的職業軍人轉變為以海洋永續為志業的實踐歷程；研究者從搜集羅力導演的生活札記、學習筆記、影片創作以及與見證人對話之逐字稿和紀錄開始，以敘事研究的方法透過主位觀點的自我省思和客位觀點的分析與詮釋，聚焦在羅力導演接觸海、學習海及奉獻海三個階段的行動經驗，提出以影像紀錄來實踐環境教育的教學架構與學習模式。第一階段接觸海（in environment）是敘說羅力導演海洋生活環境當中的覺察與行動，在完成海洋居民生活專輯及製作清除沈船環境紀錄片之後，發現真實體驗、與受訪者良善對話和影像紀錄是實踐環境教育的重要因素；第二階段學習海（about environment）是敘說羅力導演回到學校培養環境知識與環境素養的歷程，透過導演的課程筆記、研究論文以及和教授們對話後，導演建構出環境教材架構和紀錄片製作實踐環境教育的循環架構：（一）以傳統生活智慧為基礎融入當代環境知識，是社區環境教材發展的基礎。（二）生活實踐、永續管理及影像紀錄是社區執行環境紀錄片製作循環與實踐環境教育循環的核心內容；第三階段奉獻海（for environment）是敘說羅力導演以參與式陪伴和社區使用影像紀錄來實踐環境教育的完整歷程，過程中發現：（一）社區紀錄片的拍攝過程可以讓長輩擁有成就感；（二）能引發社區居民對環境的覺知；（三）讓傳統智慧融入當代知識可以產生新世代面對環境的觀點；（四）讓社區居民對生態環境擁有真實的感受；（五）讓製作團隊在面對生活環境時有多元的發展空間；（六）能拉近社區居民產生如親人般的互動；（七）讓製作團隊與受訪者擁有檢視過去和思考未來的能力；（八）讓社區居民更加珍惜彼此。因此研究顯示，社區環境教育人才的培養及社區發展需要以參與式的陪伴及良善的對話為核心，讓社區居民在幼年與少年時期以體驗遊戲親近社區生活環境，在青年與壯年時展現創新與發展的企圖心，進而逐漸形成中年與老年時期社區的生活智慧傳承，因此讓社區居民在每一個發展階段中都能創造自己的價值與成就感，是羅力導演建構影像紀錄實踐環境教育模式後的重要發現。This study uses a self-narrative method to describe the practical process of the documentary filmmaker Li Lo's transformation from a professional soldier who protects the family and the people to a career of ocean sustainability; the researcher collected Director Li Lo's life notes, study notes, and videos Starting from the creation and verbatim transcripts and records of conversations with witnesses, the narrative research method is used through self-reflection from the emic perspective and analysis and interpretation from the etic perspective, focusing on Director Li Lo's contact with the sea, the sea of ​​learning, and the sea of ​​dedication. The three stages of action experience propose a teaching structure and learning model for practicing environmental education through video recording.The first stage of contact with the sea (in environment): Narrate Director Li Lo's awareness and actions in the marine living environment. After completing the album on marine residents' life and producing the documentary on shipwreck clearance, he discovered that real experience, good dialogue with interviewees and video recording are important factors in the practice of environmental education. The second stage of learning sea (about environment): Narrating Director Li Lo's journey back to school to cultivate environmental knowledge and environmental literacy. Through thedirector's course notes, research papers, and conversations with professors, the director constructed an environmental teaching material structure and a circular structure for documentary production to practice environmental education: (1) Integrating contemporary environmental knowledge based on traditional life wisdom is the basis for the development of community environmental teaching materials. (2) Life practice, sustainable management and video recording are the core contents of the community’s environmental documentary production cycle and practical environmental education cycle.The third stage of dedication to the sea (for environment): Narrating the complete process of Director Li Lo's practice of environmental education through participatory companionship and community use of video records, he discovered that: (1) the shooting process of community documentaries can give elders a sense of accomplishment; (2) it can trigger community residents' concern for the environment Awareness; (3) Integrating traditional wisdom into contemporary knowledge can create a new generation’s perspective on the environment; (4) Let community residents have a real feeling about the ecological environment; (5) Let the production team have diversity when facing the living environment (6) It can bring community residents closer to interact like family members; (7) It allows the production team and interviewees to have the ability to examine the past and think about the future; (8) It allows community residents to cherish each other more.Therefore, research shows that the cultivation of community environmental education talents and community development need to be centered on participatory companionship and good dialogue, allowing community residents to experience games in their childhood and adolescence to get close to the community living environment, and to demonstrate innovation in youth and adulthood. and development ambition, and then gradually form the inheritance of community life wisdom in middle age and old age. Therefore, community residents can create their own value and sense of accomplishment at every stage of development. Director Li Lo's construction of video records and practical environmental education Important findings after the model.