本研究聚焦於國小六個五年級學生探索家鄉民俗的過程與結果，並建立依社會實用主義建構之影音與文本鄉土教材。研究動機起於學生與教材距離疏遠，與社會關係冷漠，無法體認社會、鄉土的重要性。研究方法採完全參與觀察，參酌敘事研究的實用性要求，過程參考行動研究循環，再現一連串脈絡連貫的發生事件。研究之教師介入，初期以教材來豐富學生經驗，讓問題與答案的疏離關係有所改善；中期教師的角色轉為對學習工具與環境整備的導引，讓學生在探索過程與結果中掌握主導的權力；後期教師介入以拉進教材和目標的距離，將教材引導到以能力指標為標準的嚴謹組織內容。最後，研究提出教師課程立場的覺知與教學慎思的過程作為研究討論與反省。

This study focused on the learning process and outcome of six fifth grade students’ exploration of local indigenous culture and the creation of student-designed teaching material with videos and texts. The motive of the teaching project was to close the gap between students and text-based material. The methods used in this study included participating observation, generic theorizing process, and narrative study format. The teaching process had followed the cycle of ‘revealing the teaching goal – providing intermediary material – practicing – reflective thinking – adjusting strategies’ to finish the creation of the student-made teaching material for the indigenous subject. The teacher’s intervention in this study included enriching students’ experience with intermediary material at first so to narrow down the distance between questions and answers. The role of the teacher then transferred into a facilitator for preparing learning tools and environment; hence, the students could move from the adults' viewpoints to their own. Finally, the teacher finished the student-made material to meet the requirements for the standards of teaching material. Eventually, the study provided teacher’s reflective thinking base, the process of curriculum deliberation and the awareness of curriculum ideology.