本研究探討紙雕藝術融入社區本位學校特色課程，將紙雕結合當地社區文化作為教學，進而發展成為學校特色。以在地社區北港歷史文化作為依據，並根據北港特色型態和文化背景，萃取其代表性的文化特色和建築和學校社區本位，展現在紙雕藝術上。透過紙雕藝術教學，讓學生們用紙雕紀錄家鄉，展現文化薪傳的意義，進而將紙雕藝術美感經驗傳遞出去，融入學校特色課程，成為教師、學校單位及研究之參考。研究者以北港某國民小學為對象，採取教育行動研究法，將紙雕藝術融入社區本位特色課程，探討學生的學習成效，並以紙雕藝術成為學校特色課程。本研究以北港某國小一到六年級學生為研究對象，在質性方面採用觀察法、訪談法；在量化方面採用學習動機量表及課程滿意度量表，並以t檢定進行分析。研究結果為紙雕藝術融入社區本位學校特色課程對於學生學習成效、學校特色課程、學生對於「課程滿意度」、「學習動機」、「紙雕社區本位藝術教學」三個構面，都有正面顯著成效。 This study is going to research paper sculpture, which involves community based curriculum and teaching, to develop the feature of school. Based on the history of Beigang and its cultural, paper sculpture can be developed by local culture, architecture and community-based curriculum. Also, students can adopt paper sculpture to record their hometown and inherit culture. The art of paper sculpture can be known and for teaching field, it can be the reference of school distinguished curriculum. In this study, the participants were from one of elementary schools in Peikang and research adopts action research involving paper sculpture into school distinguished curriculum of community-based to assess students learning performance. Finally, paper sculpture develops featured program at the school. Then, in this study, research carried out qualitative research and quantitative research. The method of qualitative was using observation and interview. The method of quantitative was using learning motivation scale and program satisfaction, which were analyzed by t test. The result of paper sculpture involving into school distinguished curriculum of community based has distinguished positive impact on student, which is for learning performance, learning motivation scale, program satisfaction and community based curriculum of paper sculpture teaching and school, which develops featured program.
