達悟族文化融入蘭嶼國小數學教學之多元文化課程研究
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2022
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本研究旨在探究一位漢民族教師如何將達悟族文化融入蘭嶼國小數學之多元文化課程建構,並透過民族數學教學檢視達悟族學生數學學習成果、蘭嶼親生合作學習之延續,以及教師專業成長。本研究採行動研究取向之多元文化課程與教學,透過訪談、課室觀察、檔案文件資料分析與彙整等,以蘭嶼國小六年級一個達悟族班級學生進行研究,從課程建構與教學、學生學習成果、蘭嶼親生師合作學習,以及教師專業成長四個面向,回答研究問題,達成研究目的。研究主要發現有如下四項:一、建構達悟族歲時祭儀、海洋禁忌以及芋頭田文化融入並連結在地生活經驗之民族數學課程具有Tao人之島文化特色;二、實施達悟族文化融入蘭嶼國小數學教學有助於改善達悟族學生數學學習成果;三、進行達悟族民族數學課程得以延續親師生合作學習並傳承達悟族文化;四、實踐達悟族民族數學得以提升蘭嶼現場教師多元文化專業成長。並據以提出相關建議作為參考。
The major purposes of this study were to explore how a Han teacher constructed a multicultural curriculum that integrated Tao indigenous culture into Mathematics at Lanyu elementary school, to examine the mathematical learning achievements of Tao students, to promote the continuity of Lanyu cooperative learning among parents, teachers and students, and to advance the professional growth of teachers through ethnic mathematics teaching. This study adopted action research approach of multicultural curriculum and teaching. A class of Tao students in the sixth grade of Lanyu elementary school was invited as the research participants. Data derived from interviews, classroom observation, and document analysis provide significant information to answer the research questions.The main findings of research are as follows:1.The national ethnomathematical curriculum that constructs the rituals of the Tao people, the taboos of the sea, and the integration of the taro field culture into and connects with the experience of local life has the characteristics of the Tao people's island culture. 2.The implementation of the integration of Tao indigenous culture into the teaching of mathematics in Lanyu elementary school will help improve the mathematical learning outcomes of Tao students. 3.The Tao ethnomathematics course can continue the cooperative learning among parents, teachers and students and the inheritance of the Tao indigenous culture. 4.The practice of Tao ethnomathematics has been able to enhance the multicultural professional growth of Lanyu on-site teachers.
The major purposes of this study were to explore how a Han teacher constructed a multicultural curriculum that integrated Tao indigenous culture into Mathematics at Lanyu elementary school, to examine the mathematical learning achievements of Tao students, to promote the continuity of Lanyu cooperative learning among parents, teachers and students, and to advance the professional growth of teachers through ethnic mathematics teaching. This study adopted action research approach of multicultural curriculum and teaching. A class of Tao students in the sixth grade of Lanyu elementary school was invited as the research participants. Data derived from interviews, classroom observation, and document analysis provide significant information to answer the research questions.The main findings of research are as follows:1.The national ethnomathematical curriculum that constructs the rituals of the Tao people, the taboos of the sea, and the integration of the taro field culture into and connects with the experience of local life has the characteristics of the Tao people's island culture. 2.The implementation of the integration of Tao indigenous culture into the teaching of mathematics in Lanyu elementary school will help improve the mathematical learning outcomes of Tao students. 3.The Tao ethnomathematics course can continue the cooperative learning among parents, teachers and students and the inheritance of the Tao indigenous culture. 4.The practice of Tao ethnomathematics has been able to enhance the multicultural professional growth of Lanyu on-site teachers.
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民族數學, 國民小學, 達悟族學生, 親師生合作學習, 蘭嶼達悟文化, cooperative learning among parents, teachers and students, elementary school, ethnomathematics, Lanyu Tao indigenous culture, Tao students