子計畫二： 以大漢溪泰雅族為例

As regarded as a landmark of Austronesian’s migration, Taiwan owns abundant indigenous knowledges of more than 16 tribes. The major concern is that the indigenous students are disconnected to the nature (i.e., physical environments of the traditional territory) partly due to the success of the national education policy. In recent years, indigenous education has been highly provoked, mainly for cultural preservation purpose. The value of IK as a different way of knowing, however, is yet to be recognized. On the other hand, understanding physical environments in a systematic manner is a common objectives for most high school, mainly under geography syllabuses, and the concept of drainage basin system is always included. Therefore, current research intends to develop geography courses by integrating Tayal’s way of knowing drainage basin system into mainstream school geography. The partner school is a junior high school located in the Tayal’s traditional territory and a senior high school located just outside of the territory of Tayal tribe in the northern Taiwan. It is found that inflexibility of school timetable in high school may well be improved in the forthcoming new national syllabus, the mindset for non-Tayal or non-indigenous teachers to develop or to teach integrate-different-way-of-knowing and cross-cultural course remains the major challenge.