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Abstract
Civilization Progress is a continous dynamic process among social structure, personal attribute, and ego. Along with its civilization progress and applications of flipped classroom and featured curriculum, aboriginal culture have become prevalent in remote schools. By confronting between traditional intelligence and modern education, aboriginal students need to inherit knowledge and skills as a response to new teaching trend, and transform the practice of aboriginal education to provide feedback to enhance their ethnic identity.
This study adopted case study approach. The researcher also served as as the teacher. The aboriginal school chosen in the study has won a gold medal of featured school and teaching excellence from the Ministry of Education. Through semi-structured interviews, teaching observations, and historical analysis, this study evaluated Caixia Elementary School's award-winning herb courses during one-year period. The goal was to understand the effects of teaching the herb courses on the inheritance of the intellectual and cultural heritage. By examing the instructions of these featured aboriginal courses and their expression of cultural history and the ethnic relations, this study reveals the changes in aboriginal students about their cultural recognition and their acceptance of culturally responsive teaching approach before and after the implementation of the featured aboriginal courses.
The study found that the featured aboriginal courses have positive impacts on both the inheritance of the Atayal traditional culture and the cultural progress of aboriginal students. More specifically, 1) the integration of core values and inheritance of aboriginal culture into teaching enables aboriginal students to acquire their tribal intelligence and culture, and also respect mountains and symbiosis in the environment; 2) by understanding their ethnic culture, symbols, and memories, students have been better prepared to inherit traditional wisdom, and further, promote their cultural identity of aboriginal students that allows their culture to be passed down; 3)the culturally responsive teaching is the pivot to the inheritance of indigenous cultural and traditional wisdom, which may increase the learning motivation and ability of aboriginal students.
As to the effects of the cultural inheritance couses, the study further suggests: 1) to avoid the closure and amalgamation, the education administration should support remote schools to implement featured school projects; 2) schools should respect the cultural diversity among the aboriginals and the mainstream, and promote their integration and consolidation; 3) schools must adopt multiple strategies in teaching to balance the impacts on different instructions.
Through the teaching of herbs, the school invited parents and the community to get involved, that strengthened the sense of identity about the courses. The courses may further encourage tribal elders to pass down aboriginal culture and intelligence, which improves the sustainability of the aboriginal culture.
Keywords: featured aboriginal courses, key aboriginal schools, Atayal
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