屏東排灣族本位教材發展歷程之研究

The Study on the Process of Paiwan-Based Teaching Material Development in Pingtung County

10.6481/JTR.202208_15(2).01

楊智穎(Jyh-Yiing Yang)

排灣族本位 ； 教材發展 ； 原住民族課程知識 ； Paiwan-based ； teaching material development ； indigenous knowledge

教科書研究

15卷2期（2022 / 08 / 15）

1 - 29

繁體中文

2014年屏東原住民族課程發展中心啟動排灣族本位教材發展，本研究旨在針對此一教材發展的歷程進行探討，研究方法主要採文獻探討、文件分析和訪談等。透過相關資料的整理與分析後發現，該教材發展的理念主要在落實完整的原住民族學校課程；其次，每個領域教材發展都會經歷教材研發、試教、審查和修正等歷程；其三，教材的內容特色主要有三，分別為：一、內容組織參考民間版教科書架構；二、內容選擇凸顯排灣族的文化特色及兼顧主流文化；三、內容設計兼顧國民教育階段所要學習的知識內容；其四，本教材的產生是匯集各種歷史因素、競爭性論述和人際組織互動，甚至還包含特定人物的生命史在內。透過上述研究發現，本研究再據以提出結論和啟示。

In 2014, the indigenous curriculum development center in Pingtung County initiated the development of Paiwan-based teaching materials. The study explored this development process through data analysis and interviews. The research results include the following: 1. The development of teaching materials depends on a comprehensive indigenous-based curriculum; 2. For every field, the teaching material was developed through some steps such as designing, pilot teaching, reviewing, and modifying; 3. Paiwan-based teaching materials exhibit the following three features: the content and organization of these materials follow textbooks released by private publishers, the content highlights the features of Paiwanese and mainstream cultures, and the content is designed to impart knowledge commensurate with that covered in compulsory education; 4. The teaching materials cover historical forces, competitive discourses, interpersonal interactions, and life histories. Finally, this study puts forward some implications for further development of indigenous-based curriculum.

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   連結：
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   連結：
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   連結：
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   連結：
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   連結：
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   連結：
7. Apple, M. W. (1986). Teachers and text: A political economy of class and gender relations in education. Routledge. https://doi.org/10.4324/9781315862774
   連結：
8. Barnhard, R., & Kawagley, A. O. (2005). Indigenous knowledge systems and Alaska native ways of knowing. Anthropology and Education Quarterly, 36(1), 8-23. https://doi.org/10.1525/aeq.2005.36.1.008
   連結：
9. Ben-Peretz, M. (1975). The concept of curriculum potential. Curriculum Theory Network, 5(2), 151-159. https://doi.org/10.2307/1179278
   連結：
10. Schwab, J. J. (1969). The practical: A language for curriculum. The School Review, 78(1), 1-23. https://doi.org/10.1086/442881
    連結：
11. Schwab, J. J. (1973). The practice3: Translation into curriculum. The School Review, 81(4), 501-522. https://doi.org/10.1086/443100
    連結：
12. 徐偉民（2021）。排灣族傳統文化中「數學」知識之初探。課程與教學季刊，24（1），175-199。https://doi.org/10.6384/CIQ.202101_24(1).0007[Hsu, W.-M. (2021). Investigation of the mathematics knowledge in traditional Paiwan’s culture. Curriculum & Instruction Quarterly, 24(1), 175-199. https://doi.org/10.6384/CIQ.202101_24(1).0007]
    連結：
13. 陳張培倫（2009）。關於原住民族知識研究的一些反思。臺灣原住民研究論叢，5，25-53。https://doi.org/10.29763/TISR.200906.0002[Chen Chang, P.-L. (2009). Some reflections on aboriginal knowledge research. Taiwan Indigenous Studies Review, 5, 25-53. https://doi.org/10.29763/TISR.200906.0002]
    連結：
14. 甄曉蘭、王立心（2012）。從中小學教科書發展評析我國百年課程政策之演變。課程與教學季刊，15（4），73-99。https://doi.org/10.6384/CIQ.201210.0073[Chen, H.-L., & Wang, L.-H. (2012). Analyzing changes in ROC curriculum policies over the past century through exploring historical developments of primary and secondary textbooks. Curriculum & Instruction Quarterly, 15(4), 73-99. https://doi.org/10.6384/CIQ.201210.0073]
    連結：
15. 譚光鼎（2008）。被扭曲的他者：教科書中原住民偏見的檢討。課程與教學季刊，11（4），27-49。https://doi.org/10.6384/CIQ.200811.0027[Tang, K.-T. (2008). The twisted others: A review of biases about aboriginal people in Taiwan’s textbooks. Curriculum & Instruction Quarterly, 11(4), 27-49. https://doi.org/10.6384/CIQ.200811.0027]
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77. Apple, M. W. (1986). Teachers and text: A political economy of class and gender relations in education. Routledge. https://doi.org/10.4324/9781315862774
78. Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practice. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (pp. 3-29). Jossey-Bass.
79. Barnhard, R., & Kawagley, A. O. (2005). Indigenous knowledge systems and Alaska native ways of knowing. Anthropology and Education Quarterly, 36(1), 8-23. https://doi.org/10.1525/aeq.2005.36.1.008
80. Ben-Peretz, M. (1975). The concept of curriculum potential. Curriculum Theory Network, 5(2), 151-159. https://doi.org/10.2307/1179278
81. Breidlid, A. (2004). Education, indigenous knowledge and development in the global south: Contesting knowledge for a sustainable future. Routledge.
82. Gay, G. (1995). Curriculum theory and multicultural education. In J. A. Banks & C. A. M.Banks (Eds.), Handbook of research on multicultural education (pp. 25-43). Macmillan.
83. Giroux, H. A., Penna, A., & Pinar, W. F. (1981). Curriculum and instruction. McCutchan.
84. Goodson, I. F. (1995). The making of curriculum: Collected essays. The Falmer Press.
85. Gough, N. (1999). Understanding curriculum systems. In J. G. Henderson & K. R. Kesson (Eds.), Understanding democratic curriculum leadership (pp. 47-69). Teacher College.
86. Ladson-Billings, G. (1998). Toward a theory of culturally relevant pedagogy. In L. E. Beyer (Ed.), The curriculum: Problems, politics, and possibilities (pp. 201-229). State University of New York Press.
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1. 胡克緯(2023)。成為Bunun－布農族的童年及養育。教科書研究。16(2)。193-205。