文化資產如何發展成國小社會領域教學之研究

Abstract

本研究旨在探討文化資產如何發展為國民小學社會領域教學的課程資源，並透過素養導向課程設計，引導學生深化對歷史空間、社會變遷與地方文化的理解。以臺北府城北門、臺灣總督府鐵道部園區與臺北北門郵局三處場域為核心，分析其空間角色沿革、文化資產價值與保存挑戰，並進一步探討其在都市發展與公共空間再造中的轉變歷程，凸顯其文化、歷史與教育面向的多重意涵。 研究採用質性方法，結合文獻分析與田野調查，透過歷史資料、政策文件、場域觀察與教學實務加以整理，並以北門高架橋（忠孝橋引道）拆除案為轉捩點，探討文化保存與都市更新之間的張力與對話。本研究結合公民參與、批判思考等教育面向，強調在社會領域課程中建構多元觀點與公共議題的學習途徑。依據《十二年國民基本教育課程綱要》社會領域核心素養，課程設計以「空間故事與文化變遷」為統整主題，發展出「歷史空間與都市記憶」、「鐵道產業與都市發展」、「建築風格與文化演變」三個模組，結合實地探訪與教學活動設計，提出一套場域導向、跨領域整合與探究式學習並重的文化資產教育課程設計模式。引導學生從具體可感的文化資產出發，進入歷史脈絡與社會變遷的探索歷程，並透過場域承載的文化意涵，建構橫跨時間與空間的學習軸線，從空間認識拓展至歷史詮釋與文化理解。並於課程規劃中預設「啟動探索、概念建構、深化認識、多元觀點、情感連結、統整延伸」等具連貫性與彈性的六個學習階段，作為引導學生深入理解與實踐的核心脈絡。期待能有效支持國小校本課程的實踐，深化文化教育的內涵，培養學生的地方認同與文化保存意識。文化資產保存意識，乃是連結歷史記憶、培養地方認同、實踐教育價值與塑造永續未來的關鍵起點。 本研究獲得以下結論： 一、文化資產場域展現多重歷史脈絡與都市變遷軌跡。 二、都市發展下的文化資產變遷映照社會價值重構與空間治理的變遷契機。 三、文化資產作為素養導向教學載體，展現跨領域整合與地方連結的潛力。This study explores how cultural heritage can be developed as a curriculum resource for elementary school social studies education. Through competency-based curriculum design, it aims to deepen students’ understanding of historical spaces, social change, and local culture. Focusing on three key heritage sites—Beimen (North Gate) of the Taipei Prefecture City Wall, the Railway Department of the Governor-General’s Office, and the Taipei Beimen Post Office—this research examines the evolution of their spatial functions, the value and challenges of cultural heritage preservation, and their transformation within the context of urban development and public space renewal. The analysis highlights their cultural, historical, and educational significance.Adopting a qualitative research approach, this study integrates document analysis and field investigation, organizing findings through the examination of historical materials, policy documents, site observations, and teaching practices. Using the demolition of the Beimen Overpass (Zhongxiao Bridge approach) as a pivotal event, it investigates the tensions and dialogues between cultural preservation and urban regeneration. Educational components such as civic participation and critical thinking are incorporated to emphasize the diverse perspectives and the integration of public issues for the curriculum of social studies.Guided by the Curriculum Guidelines for 12-Year Basic Education, the curriculum design is framed by the overarching theme of “Spatial Stories and Cultural Transformation” and comprises three thematic modules: “Historical Space and Urban Memory,” “Railway Industry and Urban Development,” and “Architectural Styles and Cultural Evolution.” Through field visits and activity-based instruction, the study proposes a place-based, interdisciplinary, and inquiry-oriented curriculum model for cultural heritage education. Tangible heritage sites are considered entry points into urban historical context and social transformation. To that end, a learning trajectory that spans the time and space of urban transformation can be constructed to enhance urban spatial awareness for historical and cultural understanding.The curriculum design outlines six flexible and interconnected learning stages: initiating inquiry, building concepts, deepening understanding, adopting multiple perspectives, forming emotional connections, and integrating knowledge. These stages provide a framework for deep learning and active engagement.The proposed curriculum aims to support school-based and place-based programs for elementary education to enrich cultural learning, and promote students’ sense of place and awareness of heritage preservation. This awareness serves as a critical foundation for connecting with historical memory, fostering local identity, realizing educational values, and envisioning a more sustainable future.This study concludes with the following findings:1. Cultural heritage sites reflect layered historical contexts and trajectories of urban transformation.2. The transformation of heritage sites in the course of urban development reveals opportunities for reconstructing social values and rethinking spatial governance.3. Cultural heritage serves as a powerful vehicle for competency-based teaching, demonstrating potential for interdisciplinary integration and local engagement.