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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/17347

Title: 國小五年級學童對家鄉地名認知之研究:以台北市大同區為例
A Study of the Fifth Graders’ Knowledge of Hometown Place Names –A Case of Datong District, Taipei City
Authors: 郭珮毓;劉漢奎;周國屏
Contributors: 地理學系
Keywords: 鄉土教育;地名認知;家鄉地名
Indigenous Education;Knowledge of Place names;Place names of Hometown
Date: 2004-12
Issue Date: 2013-08-29T05:03:12Z
Publisher: 內政部; 中央研究院
Abstract: 許多鄉土教學資源,均呈現在地名之上,故地名緣由的介紹,為鄉土教學不可或缺的一環。藉由認識家鄉的地名,可以對家鄉的地名緣由有更深入的瞭解。本研究對台北市大同區國小五年級學童的家鄉地名認知情形進行調查分析,藉以瞭解學童對於家鄉地名認知的情形、探討不同背景國小五年級學童對家鄉地名認知差異的情形。研究結果發現,學童的地名認知得分不高(平均答對率46.24%)。個人背景變項對國小學童的鄉土地名認知影響中,以「獲得鄉土知識的來源」變項造成的差異為顯著。而獲得鄉土知識的來源約等同於「學習管道」,表示透過不同形式的鄉土教育(課外書籍、上網、學校上課等),可增進學童的鄉土地名認知程度。
Many indigenous teaching resources are embedded in the place names of an area. Introduce to the students of the origin of an area’s place names is, therefore, an inseparable part of indigenous teaching. Knowledge of the place names of students’ hometown will definitely help them further understand the origin of these names. In order to articulate what the general knowledge of place names of students’ hometown is, and how students’ social, economic and educational attributes affect this knowledge, this research investigates and analyzes this knowledge of the fifth graders of primary schools in Datong District, Taipei City.
Results of this research show what the surveyed the students have relative low average score of place names knowledge about their home community. Among individual students’ attributes, the variable" source of indigenous knowledge" has made a statistically significant difference on this knowledge acquisition. The variable is, to some extent, equivalent to "learning channel”, and the result reveals that different forms of indigenous education (i.e., extracurricular reading, internet and formal education, etc) do make a difference in the level of indigenous knowledge.
Relation: 第一屆地名學術研討會, : 201-232
Appears in Collections:[地理學系] 會議論文

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