再現茶港風華：地方知識共創與街區再造在課程之實踐

Abstract

深坑老街以其豆腐美食聞名全臺，但鮮少人知道的是，深坑在18世紀不僅是臺灣茶葉產地重鎮之一，更是北部茶葉運輸從陸運轉水運的樞紐（茶港）。基於計畫主持人考察地方社區實際問題，評估大學課程對實踐場域的需求，本研究計畫評估深坑待解決的問題是：為了厚植茶文化和凝聚社區共識，深坑需要重新透過知識共創的方式，建立茶葉文化的知識地圖。其次，在重塑茶鄉知識和歷史現場後，深坑需要透過社區培力機制、故事生活圈和復刻茶港歷史的途徑，累積社會資本和凝聚社區共識。同時，既有文獻存在以下缺口：對大學教育的行動研究，缺乏從知識共創和街區再造的角度，去探討大學專業課程對於社區營造的影響。準此，本兩年期研究計畫的目標及研究方法是：（一）從行動研究面向引導學生從建立地方知識地圖和故事創作兩種途徑，進行情境塑造及社區培力，並衡量學習者在五C關鍵能力的變遷情況；（二）引導大學生與社區居民共同進行故事創作、故事聚會和故事劇場，為深坑建立茶文化的知識地圖，以及在元宇宙復刻茶港歷史，實踐大學社會責任。 Shenkeng Old Street is renowned for its tofu cuisine, but what few people may be aware of is that Shenkeng was not only a major tea producing town in Taiwan in the 18th century, but also a hub (tea port) for the transportation of tea from land to water in the northern Taiwan. Based on the principal investigator’s investigation of the actual issues in the local community and assessment of the needs of the university curriculum for the practice site, this research project has identified the pressing issues to be solved in Shenkeng: in order to cultivate tea culture and build community consensus, Shenkeng needs to re-establish a knowledge map of tea culture through knowledge co-creation. Furthermore, after reshaping the knowledge and history of this major tea-producing township, Shenkeng needs to accumulate social capital and build community consensus through community empowerment mechanisms, spotlight local stories, and restore its history as a major tea port. At the same time, the following gaps exist in the existing literature: the action research on university education lacks the exploration of the impact of university professional programs on community building from the perspective of knowledge co-creation and community regeneration. In light of the above, the objectives and research methods of this two-year research project are: (a) to guide students in situation shaping and community empowerment through the creation of local knowledge maps and storytelling, and to measure learners’ changes in the five core competencies from an action research perspective; (b) To guide university students and community residents to work together on story creation, story gathering and story theater, to build a knowledge map of tea culture for Shenkeng, as well as to recreate the history of tea port in the metaverse and to fulfill the university’s social responsibility.