| 摘要: | 本研究源起於幼兒教育現場面對不同族群幼兒的需求，結合客家文化崇祖特色，以幼兒園教保活動課程大綱「探索自我」、「關懷他人」、「愛護環境」的精神面向，引導幼兒認識自己的原生文化，感受祖先拓墾的努力與遺留的文化資產，透過活動課程安排讓幼兒除提升自我能力外，也能以行動守護文化資產、服務人群。
因此著手進行「生命意涵」的課程建構，希望以具有系統、在地化的觀點發展出對東勢庄幼兒具啟發的活動課程，期盼藉由客家崇祖信仰衍生的價值如開墾精神、與人為善等族群特性，融入生死教育中，及早建立孩子正向積極面對生命的態度與行為，同時藉由對家鄉文化的了解與環境的關懷付出實際行動，讓客庄家鄉的未來能更美好。
本研究針對現場實務發現的問題進行觀察、問題聚焦、文獻閱讀、反思批判，同時透過課程建構、滾動修正歷程等策略調整課程方向；為了解課程「建構生命意涵」的成效，以深度訪談法訪談參與課程建構的失親、未失親個案與未參與課程建構的失親個案，再將訪談資料分析、歸納並提出建議，以做為課程調整參考方向。
本研究以「與祖先同行」之「樂活東勢庄」 為研究主軸，研究結論有三點，分別是依課綱實作的在地文化課程能提升幼兒自我發展與認同，產生較多利社會行為；而「祖先是神明」的信仰對失親幼兒有減輕哀痛支持往下走的作用；對非失親幼兒則具預防性生死教育的功能；研究結果驗証客家文化課程具有促進族群認同、文化傳續的功能。最後針對研究發現對相關單位人員提出具體建議。雖課程尚在滾動修正中，期盼本研究能提供幼教發展客家相關課程參考，激盪課程更多的想法與可能。
;The present study, stemming from the demands of the children from different ethnic groups in the authentic educational context, attempts to integrate the original curriculum with the Hakka cultural feature, the worship of the ancestors. Also, based on the spiritual dimension (e.g., self-exploration, people caring and environmental protection) in Curriculum Outlines for Preschool Care-taking Activities, this study aims to bring children to learn their own native cultures and experience the ancestors’ efforts and cultural heritage. By arranging the curriculum and activity, children can also take action to guard cultural heritage and aid people aside from improving personal abilities.
As a result, the curricular construction of “the connotation of life” has been proceeded. It was hoped to develop the illuminating curriculum for the children in Dong Shi Zhuang via the systematic and local perspectives. With the Hakka values extended from the Hakka worship of ancestors, it was expected to fuse life-and-death education with the ethnic features (e.g., trailblazing spirits and the kindness) and to develop children’s positive attitude and behavior toward life. Hakka community in the future would be brighter by understanding hometown cultures and caring for the environment in practice
In this study, authentic observation, problem focus, references reviewing and critical reflection were adopted. The direction of the curriculum was adapted via the process of curricular construction and modification. To realize the effectiveness of “constructing the connotation of life”, the in-depth interview was utilized to collect the data from the parent-lost and none-parent-lost children who attended this study as well as those who have no parents without attending the curricular construction. After analyzed and categorized, the study yielded to the suggestions as the model to adapt the future curriculum.
The present study viewed the “HOLA Dong Shi Zhuang” of “understanding the belief of ancestors” as the research axis. The study concluded three results: (1) based on the curriculum, the local curriculum can increase children’s self-development and identity and bring about more prosocial behavior. (2) the belief that the ancestors are gods can support the parent-lost children to feel less grieving and gives them strength in life; (3) it possesses the preventative function in life-and-death education for the children who have parents. The results of the study verify that the curriculum of Hakka culture has the function to advance ethnic identity and cultural heritage.
Although the curriculum is still modifying and adapting, it is expected that this study can offer references in the development of relative Hakka curricula and spark more ideas and possibilities of the curriculum as much as possible. |
