本研究的主題包含了兩組重要的詞語：「重現」和「鄉土」。前者是一個歷史教師的教學行動，而後者則為本研究的重要概念。在過去十三年的教學經驗中，我發現香港歷史課程千篇一律是「小漁村到大都市」的經濟發展論述，戰後南移新界的農村社群一直消失在歷史課程之中，縱使新界農村是香港的重要構成部份，有其自身的發展模式。於是，「重現」作為一種教學行動，是要填補農村社群的歷史故事。本研究的另一組重要詞語是「鄉土」。本研究要重現的「鄉土」，並不單指農村，而是指一個與居住者有親密關係、並充滿意義的地方（place）。「鄉土」是中國文化之中人與土地、並土地上其他社群親密關係的代名詞。要有這種親密的關係，牽涉兩個重要概念：鄉土意識和鄉土感情。鄉土意識指人識覺到自身與生活地和周遭社群彼此依存，甚至將生活地和在其上生活的人視為命運的共同體。由於人對生活地與周遭的社群有充份的認知，並識覺到自身、土地與社群有密切的關係，對生活地產生了主觀的情感投射，關懷生活地的地景和生態、社群生活、文化傳統，這種對地方的愛，便是鄉土感情。 / 本研究的教學行動集中在粉嶺馬屎埔村，在一段尋找本地史教學的嘗試之中，我在馬屎埔農村中感受到和城市不一樣的社群關係，那種異地為鄉、落地生根的情感充滿在馬屎埔村民的生命故事中，那些回憶喚起我曾經與生活地有過的親密感。身為歷史教師，我也希望學生能在村民的生命故事中反思鄉土價值，並思考「發展主義」導致的社會疏離。我相信本地史教學能夠恢復人與生活地、人與社群的密切關係，歷史教育能夠重現香港的「鄉土」故事，學生亦能在社群的生命故事中札根在生活地，從而建立一種植根於香港的「鄉土意識」和「鄉土感情」。 / 口述歷史教學是不斷互動的歷程，所以口述歷史課程必須保持靈活動，讓教師、學生和敘事者共同建構本地史圖像。此外，口述歷史教學讓學生走入地方和社群，發掘社群成員的生命故事，建構多元的小歷史圖像，並對大歷史保持批判意識。口述歷史教學始終將「人」放在學習的中心，除了理性的思維能力外，也強調歷史學習的情感向度。當歷史扣連生活，充滿回憶的地景及社群就是鄉土意識和感情的搖籃。 / The theme of this research includes two terms: ‘representation’ and ‘homeland’. Over the past 13 years of my teaching experience, I have noticed that the ‘fishing village─metropolis’ discourse has predominated the Hong Kong history curriculum. Though post-war migrant farmers made a great contribution to the development of the New Territories, their histories have long been absent in the school history curriculum. Thus, the purpose of ‘representation’ is to fill the missing puzzles and to construct different historical images with students. The term ‘homeland’ in this research not only means a village, but also a place filled with meanings and intimacy by its inhabitants. In order for these intimate relationships to exist, two other concepts are involved, namely ‘the sense of place’ and ‘place attachment’. ‘Sense of place’ means one’s awareness of the intradependence between community members on the same place. ‘Place attachment’ refers to one’s projection of emotion towards a place, involving a care for its environment and ecology, community life and traditional culture. / This action research is conducted mainly on Masipo Village in Fanling, where community relationship distinct from that in the urban area is identified. The stories told by the post-war migrant villagers reveal their senseof rootedness. As a history teacher, I hope students can appreciatethe value of ‘homeland’ and reflect upon the influence of developmentalism through the life stories of villagers. I believe that teaching local history can constructa distinct ‘sense of place’ and ‘place attachment’, under which Hong Kong will become a homeland for those who live in this place. / Oral history is the interplay between teachers, students and narrators, so oral history curriculum should be subject to the construction of multiple local images. When students walk through their communities and discover local stories, they might be more critical to the grand narrative of school history. Human values are the center of oral history teaching. Students not only think about historical events but also feel towards the actors in histories. When a place filled with memories, it becomes our homeland. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 朱耀光. / Parallel title from added title page. / Thesis (Ed.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 270-286). / Abstracts also in English. / Zhu Yaoguang.