我國鄉土教育沿革與發展趨勢

The History and Development of Native Education in Taiwan

鄉土可視為人們出生的故鄉或少年時代生活的地方，而鄉土教育則是透過教育讓學生認識自己生長或長期居住的鄉土，使其認同鄉土並願意加以改善。後現代教育應以課程美學來發展鄉土教育。「課程美學」是每一次看到「課程」，都將之「驚豔」為「第一」次，亦將之「珍惜」為此生「唯一」的一次。「鄉土教育」從課程美學的角度出發，使學生每次對鄉土的「驚豔」都視為「第一次」，亦將鄉土「珍惜」為此生「唯一」的一次，以達到培育學生「知鄉」、「親鄉」與「愛鄉」之教育目的。我國鄉土教育正式設科的演進過程，隨著時間的發展，由過去、現在、至未來，我國鄉土教育的發展呈現出擺盪現象，即由過去的「忽視」，現在的過度「重視」，未來應努力朝向恰如其分的「平實」。本文旨在探討我國鄉土教育的發展，針對相關文件與文獻加以分析與比較。首先評析我國鄉土教育的發展史及正式課程的設科史，其次分析近來的相關研究概況，並針對鄉土教育的專書加以評介，最後再對未來的發展提出改善之道。

Native education enables students to have a better understanding of their long-term living natives， agree with natives and then be willing to improve them. Post-modern education should develop native education through curriculum aesthetics. From the perspectives of curriculum aesthetics， native education enables students to cherish their native experiences and view them as the only one in their lives in order to achieve the purposes of cultivating students knowing natives， be close to natives and love natives. This study aims to explore the development of native education in Taiwan by analyzing and comparing previous literatures. First of all， we reviewed the native education development history and formal curriculum history. Second， we analyzed recent researches that related to native education and reviewed native education books as well. In the end， we proposed recommendation for future development of native education.