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研究生：	蘇靖雯 Su, Ching-Wen
論文名稱：	透過意義創新流程探索東港迎王平安祭典遺產化以實現體驗式學習策略 Exploring the Heritagization of Donggang Wangye Worshipping Ceremony through the Innovation of Meaning Approach for Experiential Learning Strategy
指導教授：	林蕙玟 Lin, Hui-Wen
學位類別：	碩士 Master
系所名稱：	規劃與設計學院 - 創意產業設計研究所 Institute of Creative Industries Design
論文出版年：	2026
畢業學年度：	114
語文別：	英文
論文頁數：	424
中文關鍵詞：	意義創新、傳統民俗節慶、遺產化、體驗式學習
外文關鍵詞：	Innovation of Meaning, Traditional Folk Festival, Heritagization, Experiential Learning
相關次數：	點閱：3 下載：0
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本研究以臺灣國家重要傳統民俗節慶「東港迎王平安祭典」為研究核心，採質性研究方法，並且將研究流程分為前期的以意義創新為主的無形文化意義探尋與後期結合體驗式學習理論的文化資產教育設計流程。「意義創新流程」作為一種設計思考脈絡，原來主要用於探索對產品、服務、體驗的意義創新與詮釋。本研究透過意義創新流程蒐集並分析地方不同利害關係人對祭典的價值觀、文化意義詮釋以及教學運用策略及建議，進一步梳理當代地方社群對祭典的文化意義建構與可運用的教學方法。
基於前述研究結果，本研究進一步結合體驗式學習理論 (Experiential Learning Theory) 與文化五維度架構 (Five Dimensions of Culture Framework)，發展可實際應用於國小學童之體驗式文化資產教育課程。課程設計透過地方走讀、場域探索等以體驗為主的學習方式，引導學童從實際參與的經驗連結至日常生活以理解迎王祭典的文化意義與地方脈絡。研究亦透過課程設計與實施過程，探討學童參與課程後對祭典文化之理解程度。
最後，本研究進一步整合前期地方利害關係人之文化意義分析結果，以及後續體驗式學習課程之實施成果，重新檢視並發展結合「意義創新」與體驗式學習策略之文化資產教育模式。研究指出，遺產化下所探討的無形文化資產教育之核心不應僅止於傳統知識的保存與再現，而應重視文化意義如何在教育過程中被持續理解、轉譯與再創造。文化傳承並非固定不變的保存行為，而是一條由地方經驗、社群互動與教育實踐共同構成的文化意義轉化路徑。
本研究期望能提供地方青年組織、文化工作者與文化資產教育實踐者一套可依不同地方脈絡與需求調整之課程設計流程，作為未來蒐集地方文化資料與發展文化資產教育課程之參考。

This research focuses on the traditional folk festival, Donggang Wangye Worshipping Ceremony, designated as a National Important Folk Custom in Taiwan, and adopts a qualitative research approach. The research process is divided into two phases: an initial phase of exploring the meanings of intangible cultural heritage through the Innovation of Meaning (IoM) process, followed by a cultural heritage education design process integrating Experiential Learning Theory (ELT). Originally developed as a design thinking approach for exploring and reinterpreting the meanings of products, services, and experiences, the Innovation of Meaning process was employed in this research to collect and analyze local stakeholders’ values, interpretations of the cultural meanings of the Ceremony, as well as their teaching strategies and recommendations. Based on these findings, the study further identified contemporary local communities’ constructions of the cultural meanings of the Ceremony and the educational approaches applicable to its teaching.
Based on the findings from the first phase, this study further integrates Experiential Learning Theory (ELT) with the Five Dimensions of Culture Framework to develop an experiential cultural heritage education curriculum applicable to elementary school students. Through experiential learning activities such as local walking tours and site exploration, the curriculum guides students to connect their first-hand experiences with their everyday lives, enabling them to understand the cultural meanings and local context of the Donggang Wangye Worshipping Ceremony. The research also examines students’ levels of cultural understanding after participating in the curriculum through its design and implementation.
Finally, this research integrates the findings from the cultural meaning analysis of local stakeholders in the first phase with the outcomes of the experiential learning curriculum implemented in the second phase to re-examine and develop a cultural heritage education model that combines the Innovation of Meaning process with experiential learning strategies. The findings suggest that the core of intangible cultural heritage education within the context of heritagization should not merely focus on preserving and reproducing traditional knowledge, but should emphasize how cultural meanings are continuously understood, translated, and re-created throughout the educational process. Cultural transmission is therefore not a fixed act of preservation, but rather a pathway of cultural meaning transformation jointly constructed through local experiences, community interactions, and educational practice.
This research is expected to provide local youth organizations, cultural practitioners, and cultural heritage educators with an adaptable curriculum design process that can be adjusted according to different local contexts and needs. The proposed process may serve as a reference for future efforts in collecting local cultural knowledge and developing cultural heritage education curricula.

ABSTRACT II
摘要 IV
ACKNOWLEDGMENTS VI
TABLE OF CONTENTS VIII
TABLE OF FIGURES XIII
TABLE OF TABLES XV
CHAPTER 1: INTRODUCTION 17
1 Research Background 17
1.1 Traditional Folk Festival and Its Situation in Taiwan 17
1.2 Donggang Wangye Worshipping Ceremony as intangible cultural heritage in Taiwan 21
1.3 Intangible Cultural Heritage Education of the Donggang Wangye Worshipping Ceremony in Donggang 27
1.4 Cultural Heritage Education and Experiential Learning 32
1.5 Innovation of Meaning as a Pathway to Explore the Meaning Interpretation of Intangible Cultural Heritage 34
1.6 Summary 35
2 Research Motivation 36
3 Research Objectives and Research Questions 39
CHAPTER 2: LITERATURE REVIEW 42
1 Festivals: The Origin of Festivals 42
1.1 The Function and Change of Festivals in Modern Society 44
1.2 The Events and Experiences of Festivals 47
1.3 The Definition of Event and Festival 50
2 Cultural Heritage 51
2.1 What Cultural Heritage Is 52
2.2 Heritagization 54
3 The Influence of Design-driven Innovation in Taiwan and Innovation of Meaning in Intangible Cultural Heritage Education 57
3.1 The Definition of  Design 57
3.2 The Influence of Design-driven Innovation in Taiwan 58
3.2.1 Design Wave Spout Out and Become a Tool for Cultural Translation 58
3.2.2 Local Revitalization and Emerging Opportunities for Cultural Heritage Education 59
4 The Future of Cultural Heritage Education in Taiwan: Insights from Local Education 61
5 Experiential Learning Theory 64
6 Teaching Culture from Patrick R. Moran 66
6.1 Cultural Knowings Framework 66
6.2 The Five Dimensions of Culture 67
7 Design-Driven Innovation 70
7.1 Design Discourse 72
8 Innovation of Meaning 73
8.1 Meaning and Interpretation 75
8.2 The Interpreters’ Lab 77
8.2.1 Domain of Interpreters 78
8.2.2 Three Categories of Interpreters 78
8.3 The IoM Process 79
CHAPTER 3: RESEARCH METHODOLOGY 81
1 Research Framework 81
2 Research Design and Process 84
3 Research Methods 86
3.1 Content Analysis 86
3.2 Semi-structured Interview 89
3.3 Focus Group Interview 91
4 Curriculum Design and Camp-Based Implementation 98
4.1 Curriculum Design and Implementation as a Two-Day Camp Elementary School Program 99
4.1.1 Two-Day Camp Program Learning Objectives 99
4.1.2 Two-Day Camp Program Construction Concept and Implementation Planning 100
4.2 The Procedure of the Two-Day Camp Program 104
4.3 The Teaching Materials of the Two-Day Camp Program 110
CHAPTER 4: DATA ANALYSIS AND RESEARCH RESULTS 113
1 Construction and Interpretation of the Donggang Wangye Worshipping Ceremony's Cultural Meanings 113
1.1 Official Narrative of the Wangye Worshipping Ceremony 113
1.2 Cultural Meanings Embedded in the Ceremony 117
1.2.1 The Spirit within the Ceremony 118
1.2.2 The Formation of Ceremony’s Understanding Through Lived Experience 122
1.3 The Transformations of the Ceremony 126
2 Challenges, Dilemmas, and Future Directions for Ceremony Transmission 131
2.1 Challenges and Dilemmas of the Ceremony 132
2.1.1 Challenges of the Ceremony 132
2.1.2 Dilemmas of the Ceremony 136
2.2 Emerging Responses to the Challenges of Cultural Transmission 138
3 Translating Cultural Meanings into Heritage Education 143
3.1 Educational Purposes of Cultural Heritage Education 143
3.2 Three Design Dimensions of Cultural Translation 146
4 Curriculum Development and the Application of Experiential Learning 150
4.1 Constructing Educational Themes 152
4.2 Selecting Authentic Cultural Contexts 157
4.3 Employing Cultural Translation Tools and Theories 158
5 Manifestations of Students' Cultural Understanding and Cultural Identification 164
6 Design Strategies for Cultural Heritage Education 169
6.1 Meaning Exploration as the Front-End Stage of Curriculum Design 171
6.2 Educational Translation as the Bridge between Cultural Meanings and Learning Experiences 174
6.3 Experiential Learning as the Process for Developing Cultural Understanding 177
6.4 An Integrated Design Model for Cultural Heritage Education 178
CHAPTER 5: DISCUSSION AND FUTURE RESEARCH 182
1 Innovation of Meaning as a Dynamic Pathway for Cultural Heritage Education 182
2 Extending Festival-Based Heritage Education through Local Learning Contexts and Museum Collaboration 183
3 Potential of Moran’s Five Dimensions for Assessing Cultural Learning Outcomes 184
CHAPTER 6: CONCLUSION 186
1 Conclusion 186
2 Limitations of the Research 188
Declaration on the Use of Artificial Intelligence 189
REFERENCES 190
APPENDIX 199
Appendix A-中英文翻譯對照表 199
Appendix B-文宣品分析編碼表 201
Appendix C-專家分析編碼表 204
Appendix D-焦點團體分析編碼表 216
Appendix E-專家訪談A 221
Appendix F-專家訪談B 237
Appendix G-專家訪談C 258
Appendix H-營隊第一日學習單回饋分析 275
Appendix I-營隊第二日學習單回饋分析 279
Appendix J-營隊教材 284
Appendix K-營隊第一日學習單 293
Appendix K-營隊第二日學習單 359
                                    

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