土裡吐氣：有價值與歸屬的鄉村教育實踐

Voices Rising From the Land: Cultivating Respect for Diversity in Rural Education

本文呈現臺灣鄉村教育的實踐模式，以大學課程專家的身分投入非學校型態學習課程教學研發，以鄉村為實踐基地，研發有鄉村主體性的課程與教學，透過協同行動研究的方式，長期蹲點，浸潤式進行另類課程教學型態的開發與創新。本研究期在藉此模式克服大學人文社會科學研究之「社會疏離」的現象，落實大學課程與教學學術研究的社會文化關懷，使臺灣教育「缺的那一角」能因此獲得理解、改變，並成為臺灣教育發展的特色。筆者作為臺灣東岸的大學師資培育／課程教學專長的教授（研究者），自1995年從故鄉臺北移居人稱後山的花蓮任教，持續以課程與教學的專業進行區域性的教育研究，偏離中央為核心的教育思考，所關注的基本議題有二：一、教育的在地論述／教育的本土化／區域性價值如何於教育中實踐；二、偏鄉弱勢地區的教育發展與教師專業發展。此兩大議題涵蓋五個研究領域，包括：一、邊陲與偏遠教育（區域性、弱勢教育議題）；二、課程與教學（研發形式與實踐模式）；三、專家角色（定位與功能）；四、地方基層教師發展（教師增能）；五、在地性與本土論述建構（區域性教育價值探究）。本文期能以此階段性成果在AI驅動社會變革的時代，為臺灣的教育改革帶來啟示。

This paper presents the practice model of rural education in Taiwan by integrating university expertise into non-traditional learning environments. As a university curriculum expert and teacher’s education specialist, I have worked closely with rural communities & local primary schools to develop educational programs that are deeply rooted in rural contexts. Through a long-term, immersive action research approach, my research team have co-created innovative teaching models that reflect the unique needs and identities of rural Taiwan, so that the missing corner of Taiwan’s education can be understood, changed, and become the characteristics of Taiwan’s education development. The core objective of this research is to bridge the disconnect between humanities and social sciences research in universities and the realities of local communities. By embedding academic inquiry within rural education initiatives, this study aims to foster a socially engaged and culturally responsive approach to curriculum development. Ultimately, this work seeks to address gaps in Taiwan’s educational landscape, contributing to a more inclusive and diverse vision of national education. This paper presents the phased results of the above research attempts in a concise and concise manner, in order to bring glimmer of inspiration to Taiwan’s educational reform in the era of AI-driven social change.