本文從教師經驗出發探討文化和自然資源管理與大學社會實踐計畫的相遇及後果。加入臺東大學後，筆者成為大學社會責任實踐計畫（USR計畫）的協同主持人，參與這個結合戶外運動、數位媒體及深度觀光組成的社會實踐計畫，並導入文化資產議題，與學生共同探索臺東地區的文化資產及休閒遊程之設計。筆者以二十世紀中期虱目魚苗的捕撈地點―杉原灣―作為教學場域。時而勢易，昔日漁民從西部移動到此尋找生計的海灣，部份已被核定為富山護漁區。筆者以文化資產及觀光設計為出發點，討論社會實踐計畫如何影響筆者在教學上對自然和文化資源的選擇、構成、轉化與延伸。藉著整理於2019-2021年之間對USR計畫的執行經驗，以及課程設計、調整及反思，筆者討論以下議題：一、以虱目魚的生活史及富山護漁區為例，產業、人、動物的互動關係形成海岸資源管理的軌跡（trajectory）和可轉化的觀光資源；二、人類學背景的筆者在公路上和產業鏈內的移動與非人類系學生共同利用圖像化的方式紀錄臺灣漁民的日常生活及東海岸產業、廟宇歷史；三、於臺灣學界愈見重視教學實踐的情況下，人類學背景之教師可適應並發揮田野工作的能力，應用於跨學科的社會實踐計畫。藉此，筆者檢視把人與動物、植物互動關係的圖像化作為文化多樣性、永續觀光及地方歷史教材的工作貢獻程度。

This paper examines how cultural and natural resource management encountered university-engaged social practices, and the subsequent consequences, based on a university teacher’s experiences. I joined National Taitung University as a faculty member in 2019. Since then, I have become a project sub-investigator of the University Social Responsibility Project (USR), sponsored by the Ministry of Education, to design courses and collaborate with local residents and practitioners, including fishers, environmentalists, and temple leaders, to facilitate regional responsible tourism. The project tasks comprise outdoors activities, digital marketing, and in-depth tourism. I collaborate with students to explore cultural heritage preservation and to enrich designs and itineraries of sustainable tourism at the regional level. This paper sheds light on our experiences in this project and analyzes how and why anthropological knowledge, skills, and reflections can be applied to sustainable tourism education and associated regional resource management. Faculty members from different departments and disciplines, including outdoor activities, media production, and cultural resource management, carry out the abovementioned USR project to facilitate cross-disciplinary collaborations as well as teaching and learning outcomes. The project has extended its influence from one community to other regions, including Sugihara Beach, a former milkfish fingerling catching area and now a coastal marine resource protection area, where I design teaching and learnings activities. This article focuses on the cultural heritage record and tourism design to discuss how the USR and anthropological training affect my selection, reconstruction, conversion and extension of cultural and natural resources in teaching. This paper presents my project implementation experiences between 2019 and 2021 to reflect on my course design and modification in order to investigate the following issues. First, how the changing industrial sectors, the milkfish’s life cycle, and human activities (including land development, folk religion, environmental protection, etc.) interact with each other. Such interactions affect the trajectory of coastal resource management along the Sugihara Beach. Second, my anthropological experiences have influenced my strategies for teaching students who are not anthropology majors to record Taiwanese fishers’ daily life experiences, life stories, and perspectives, as well as the history of local sectors and a temple on the east coast. My courses associated with the USR project have become teaching material collection processes and subsequently changed the ways that I convert life histories into cultural resources aimed at in-depth tourism. Last but not least, anthropologists can apply their ethnographic skills and knowledge to multidisciplinary social practices. Reviewing both the team and individual work in this project, I share the experiences of the USR strategy and evaluate my own experiences and contribution of visualizing human-animal-plant interactions for teaching cultural diversity, sustainable tourism, and local history. Teachers trained in anthropology co-learn with students from local residents with through an ethnographic approach, and the outcomes can be more diverse than a textual ethnographic account. The visualization of cultural and natural resources can attract more non-anthropology-major students to learn and adopt anthropological skills and thinking. Teachers need to consider how to prevent local politics from disrupting teaching process. They can introduce concepts, practices, and local perspectives to develop more localized teaching materials. Such materials can become tools that students can use to develop their non-academic career skills and knowledge. They can also encourage students to use anthropological knowledge in their future careers.

社會實踐; 文化資產; 海岸資源管理; 觀光; 課程設計

Industrial sector; technology; social practice; cultural heritage; coastal resource management; tourism; course design