研究生: |
陳品伃 Chen, Pin-Yu |
---|---|
論文名稱: |
體制內的考古教育—支亞干考古遺址的當代實踐 Teaching Archaeology in School: A Contemporary Practice in Ciyakang Archaeological Site |
指導教授: |
鍾國風
Chung, Kuo-Feng |
學位類別: |
碩士 Master |
系所名稱: |
文學院 - 考古學研究所 Institute of Archaeology |
論文出版年: | 2024 |
畢業學年度: | 112 |
語文別: | 中文 |
論文頁數: | 129 |
中文關鍵詞: | 考古教育 、支亞干遺址 |
外文關鍵詞: | Archaeological Education, Ciyakang Site |
相關次數: | 點閱:102 下載:62 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
考古學透過研究物質文化來理解過去人類的生活,藉著發掘、科學分析、邏輯推理等,以另一種途徑認識「歷史」。作為探悉過去與連結當代的學科,在體制內的教育是缺乏的,其中原因錯綜複雜,且有其歷史脈絡。考古學若進入體制內教育,根據學科的本質與特性,學生在吸收相關知識後,是否可以產生不同以往的啟發?對於過去的詮釋與認識、多元文化的理解,是否會有全新的視野?在不同時間尺度的觀點上,是否可以產生更深的連結?
本研究將從體制內教育出發,梳理現有歷史教育課綱的基本目標及要求,接著以考古學為基礎設計一系列的考古課程,結合批判教育學、教育人類學等觀點,並將課程納入支亞干遺址的當代應用,整個過程皆以考古民族誌為方法記錄,以嘗試理解體制內考古教育實施的情形及未來發展,此外,課程的重要觀點為「多元話語」,藉此培養學生對過去的多元詮釋。最後,本研究將連結後過程考古學與反身性,並且與考古學的當代社會實踐對話,提出考古教育的未來展望。
Archaeology understands the past human life through the study of material culture. Through excavation, scientific analysis, logical reasoning, etc., it can understand "history" in another way. As a subject that explores the past and connects with the present, education within the system is lacking. The reasons are complicated and have historical context. If archaeology is included in education within the system, according to the nature and characteristics of the subject, students will have to absorb relevant knowledge. After, can it produce different inspirations than before? Will there be a new vision for the interpretation and understanding of the past and the understanding of multiculturalism? Can deeper connections be made between perspectives on different time scales?
This study would start from education within the system, sort out the basic goals and requirements of the existing history education curriculum, and then design a series of archaeological courses based on archaeology, combining critical pedagogy, educational anthropology and other perspectives, and incorporating the curriculum into the entire process of the contemporary application of the Ciyakang site. The process was recorded using ethnography as a method to try to understand the implementation and future development of archaeological education within the system. In addition, the important perspective of the course was “multivocality” to cultivate students' understanding of multiple interpretations of the past. Finally, this study would connect reflexivity, dialogue with contemporary practices of archaeology, and propose future prospects for archaeological education.
方永泉 2011〈批判教育學新進的發展及爭議—兼論Gur-Ze’ev的「反向教育」觀念〉。《北市教育學刊》40: 55-82。
吳天泰、張雯、周梅雀、李富美、劉維茵 2002《教育人類學》。吳天泰主編。臺北市:五南。
林金定、嚴嘉楓、陳美花 2005〈質性研究方法:訪談模式與實施步驟分析〉。《身心障礙研究季刊》3(2): 122-136。
林昱貞 2002〈批判教育學在台灣:發展與困境〉。《教育研究集刊》48(4): 1-25。
周德禎 2001《教育人類學導論——文化觀點》,頁46-57。二版。臺北市:五南。
胡幼慧 2008〈質性研究的分析與寫成〉。《質性研究:理論、方法及本土女性研究實例》,胡幼慧主編,頁133-144。臺北市:巨流。
高政義 2008《衛星新聞台駐地記者勞動過程研究—控制與回應》。國立政治大學碩士論文。
許珮甄 2014〈促進中學生「歷史理解」的教案設計——以國中教材「第二次世界大戰後的局勢」為例〉。《歷史教育》20: 41-74。
莊明貞 2001〈當前台灣課程重建的可能性:一個批判教育學的觀點。《國立台北師範學院學報》14: 141-162。
張瑞雄 2019〈素養課綱〉。《師友雙月刊》613: 13-18。
劉玉玲 2006《教育人類學》。第二版。臺北市:揚智文化。
劉益昌、劉瑩三、鍾國風 2012 《花蓮縣縣定遺址——萬榮.平林遺址內涵及範圍調查研究計畫成果報告書》。花蓮縣文化局委託中央研究院歷史語言研究所。
錢民輝 2008《多元文化與現代性教育之關係研究——教育人類學的視野與田野工作》。北京:民族出版社。
鍾國風、蔡靜婷 2021 《花蓮縣支亞干列冊考古遺址(支亞干段2206地號)試掘評估計畫期末報告書》。花蓮縣文化局委託國立成功大學考古學研究所。
簡成熙 2020〈兩種批判取向的通識教育進路:批判思考與批判教育學〉。《通識學刊:理念與實務》8(2): 1-34。
Berggren, Å. and B. Nilsson 著,劉岩譯。 2017[2014]〈回顧與展望:反身考古學還是反身的方法?〉(“Going back, looking forward. Reflexive archaeology or reflexive method?”)。《南方文物》2017年第1期,頁253-269。
Cook L. 著,江坤山譯 2022[2021]《24小時大發現:回到石器時代》(24 Hours in the Stone Age)。臺北市:遠流。
Wulf, C. 2009[2001]《教育人類學》(“Anthopologie der erziehung)”)。張志坤譯。北京:教育科學出版社。
Apple, M.W. 1999 Official Knowledge: Democratic Education in a Conservative Age, 2nd edition, pp. 10-11. New York: Routledge. 1989 Textbook Publishing: The Political and Economic Influences. Theory Into Practice 28(4):282-287.
Arias-Ferrer, L. and A. Egea-Vivancos 2017 “Thinking Like an Archaeologist: Raising Awareness of Cultural Heritage through the Use of Archaeology and Artefacts in Education.” Public Archaeology 16(2): 90-109.
Atalay, S. 2008 “Multivocality and Indigenous Archaeologies.” In Evaluating Multiple Narratives, edited by J. Hau, C. Fawcett and J.M. Matsunaga, pp. 29-44. New York: Springer.
Berggren, Å. 2014 “Reflexive Approaches in Archaeology.” In Encyclopedia of Global Archaeology, edited by C. Smith, pp.6249-6257. New York: Springer.
Corbishley, M. and S. Dhanjal 2019 “Formal Learning About Past in Schools in England.” Archaeologies: Journal of the World Archaeological Congress 15(1): 64-81.
Crawford, K. 2003 The Manufacture of Official Knowledge: the Texas Textbook Adoption Process. Internationale Schulbuchforschung, Curricula, Schulbücher und Unterricht in Nord- und Südamerika/Curricula, Textbooks and Education in North and South America 25(1/2): 7-25.
Ducady, G., M. Lefas-Tetenes, S. Sharpe and M. Rothenberg 2016 Archaeology and the Common Core: Using Objects and Methodology to Teach Twenty-First-Century Skills in Middle School. Advances in Archaeological Practice, 4(4): 517-536.
Dudley, M.J. and J. Domeischel 2020 “Touching the Past to Remember the Past: Applying Archaeological Theory to Public Archaeology Education.” Advances in archaeological practice 8(4): 389-397.
Giroux, H. A. 2005 Border Crossing: Cultural Workers and the Politics of Education, 2nd edition, pp. 11-30. New York: Routledge.
Gould, P.G. 2016 “On the Case: Method in Public and Community Archaeology.” Public Archaeology 15(1): 1-18.
Hamilakis, Y. and A. Anagnostopoulos 2009 “What is Archaeological Ethnography?”. Public Archaeology 8(2-3): 65-87.
Hamilakis, Y. 2011 “Archaeological Ethnography: a Multitemporal Meeting Ground for Archaeology and Anthropology.” Annual Review of Anthropology 40: 399-414.
Harrison, R. and E. Breithoff 2017 “Archaeologies of the Contemporary World.” Annual Review of Anthropology 46: 203-221.
Henson, D. 2017 “Archaeology and Education.” In Key Concepts in Public Archaeology, edited by G. Moshenska, pp. 43-59. London: UCL Press.
Hodder, I. 2014 “Post-processualism, Development of.” In Encyclopedia of Global Archaeology, edited by C. Smith, pp.6083-6090. New York: Springer. 2008 “Multivocality and Social Archaeology” In Evaluating Multiple Narratives, edited by J. Hau, C. Fawcett and J.M. Matsunaga, pp.196-200. New York: Springer. 2003 “Archaeological Reflexivity and the ‘Local’ Voice.” Anthropological Quarterly 76(1): 55-69. Hogg, E.A. 2015 “ An Analysis of the State of Public Archaeology in Canadian Public School Curricula. Journal of Archaeology / Journal Canadien d'Archéologie 39(2): 327-345.
Jameson, J.H. 2019 “Introduction: The Critical Junctures of Archaeology, Heritage, and communities.” In Transforming Heritage Practice in the 21st Century: Contributions from Community Archaeology, edited by J. H. Jameson and S. Musteaţă, pp. 1-12. Cham: Springer Nature Switzerland.
Jeppson, P. L. and G. Brauer 2007 “Archaeology for Education Needs: an Archaeologist and an Educator discuss Archaeology in the Baltimore Country Public Schools.” In Past Meets Present, J.H. Jameson and S. Baugher edited, pp.231-248. New York: Springer.
Johnson, M. and D. Majewska 2022 Formal, Non-formal, and Informal learning: What are They, and How Can We Research Them? Cambridge University Press & Assessment Research Report.
Kouseri, G. 2019 “Eliciting Historical Thinking: the Use of Archaeological Remains in Secondary Education.” Public Archaeology 18(4): 217-240.
Londoño, W. 2014 “Reflexivity in Archaeology.” In Encyclopedia of Global Archaeology, edited by C. Smith, pp.6258-6261. New York: Springer.
Matthews, C.N. 2004 “Public Significance and Imagined Archaeologists: Authoring Pasts in Context.” International Journal of Historical Archaeology8(1): 1-25.
McDavid, C. 2014 “Multivocality and Archaeology.” In Encyclopedia of Global Archaeology, edited by C. Smith, pp.5090-5095. New York: Springer.
Moore, L.E. 2006 “Toward a Still and Quiet Conscience: a Study in Reflexive Archaeology.” North American Archaeologist 27(2): 149-174.
Moshenska, G. 2017 “Introduction: Public Archaeology as Practice and Scholarship Where Archaeology Meets the World.” In Key Concepts in Public Archaeology, edited by G. Moshenska, pp. 1-13. London: UCL Press.
Nichols, S., J. Prangnell and M. Haslam 2005 “Hearts and Minds: Public Archaeology and the Queensland School Curriculum.” Australian Archaeology 61: 71-79.
Owen, T. and J. Steele 2005 “Perceptions of Archaeology Amongst Primary School Aged Children.” Australian Archaeology 61: 55-63.
Richardson, L.J. and J. Almansa-Sánchez 2015 “Do You Even Know What Public Archaeology Is? Trends, Theory, Practice, ethics.” World Archaeology 47(2): 194-211.
Smardz Frost, K.E. 2004 “Archaeology and Public Education in North America.” In Public Archaeology, edited by N. Merriman, pp. 59-84. London: Routledge.
Van den Dries, M.H. 2021 “The Publics Benefits of Archaeology According to the Public.” Internet Archaeology 57, https://intarch.ac.uk/journal/issue57/16/, accessed November 29, 2023.
網路資料
呂秀蓮 2016〈臺灣國民教育三波課程改革與課綱的關係〉。「大學入學考試中心選材電子報第268期,https://www.ceec.edu.tw/xcepaper/cont?xsmsid=0J066588036013658199&sid=0J184537832726476606,2023年12月2日上線。
楊琮熙 2018〈問一個好問題,比得到答案本身還重要:善用「ORID」討論法為你的議題聚焦〉。「快樂工作人」,https://www.cheers.com.tw/article/article.action?id=5087579,2022年11月9日上線。
康軒線上書城 年代不詳「111學年社會電子書」,https://webetextbook.knsh.com.tw/2/index.html?code_degree=1&openExternalBrowser=1,2024年1月9日上線。
教育部 2021[2014]《十二年國民基本教育課程綱要:總綱》。修訂版。「國家教育研究院」,https://www.naer.edu.tw/PageSyllabus?fid=52,2023年12月2日上線。2018《十二年國民基本教育課程綱要:國民中小學暨普通高級中等學校——社會領域》。「國家教育研究院」,https://www.naer.edu.tw/PageSyllabus?fid=52,2022年11月9日上線。
蘭陽博物館展示教育組 2021a〈106-108年蘭博家族入校園3-2〉。《蘭博電子報》131期,https://www.lym.gov.tw/ch/collection/epaper/epaper-detail/3d0240c8-d954-11eb-92da-2760f1289ae7/#,2024年1月30日上線。2021b〈106-108年蘭博家族入校園3-1〉。《蘭博電子報》130期,https://www.lym.gov.tw/ch/collection/epaper/epaper-detail/c559532d-ca72-11eb-92da-2760f1289ae7/,2024年1月30日上線。
BBC 2011 “A Day in the Life of a 10-Year-Old in Ancient Britain-Hands on History”. YouTube, https://www.youtube.com/watch?v=cE6OeRZB_Wc, accessed January 9, 2024.
Society for American Archaeology N.d. K-12 Activities & Resources. Education & Outreach, https://www.saa.org/education-outreach/teaching-archaeology/k-12-activities-resources, accessed January 9, 2024.