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Based on humanistic education, the teaching methods on cultural heritages lead students to be aware of the interaction relationship between human and human, human and culture, and what’s more, human and environment. By valuing affective education together with respecting the differences and uniqueness of multi-cultures, the teaching methods quite respond to the New Directions Governing for the12-Year Basic Education Curricula. Take the cultural heritages of Kaohsiung Fongshan historical monuments for examples. This study explores what the cultural features are and how they pass on through education. Besides, it cultivates the abilities of multi-culture admiring and respecting for students. Also, it enhances the aesthetic literacy. The purpose of the study is to collect relating information for teaching by penetrating the cultural features of Fongshan heritages, and further find a way to root in the conceptions of conserving cultural heritages in middle school education. In addition to exploring what the relationship between the curricula and the education of cultural heritages is and how to put it into practice, the study constructs various teaching aspects, like history, culture, art and literature. Teachers take students to historical monuments by themselves, help them to understand cultural features locally, and therefore, students can feel their life connection with the cultural heritages. Hopefully, the results of the study may offer suggestion to the government for arranging the education of cultural heritages and practicing with practical teaching methods and strategies. It also offers the teachers directly useful material strongly willing to conserve Fongshan cultural heritages.
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