原住民與一般學生技術教育落差之研究－以苗栗地區為例

我國教育政策向來相當重視弱勢者教育機會均等的議題，但原住民學生可能由於種族、居住地區、教育資源分配等因素，而衍生技術教育機會與品質的落差。有鑑於此，本研究為了解苗栗地區原住民與一般學生技術教育的落差，先經由文獻探討釐清技術教育（含中小學技術素養教育及農工職校技術專門教育）的理想和原住民教育現況，再根據IPO（投入－過程－產出）模式透過深度訪談和質性分析，了解苗栗地區原住民與一般學生技術教育的落差。研究結果顯示：(1)原住民學生的就學機會較一般學生受到保障；(2)原住民學生與一般學生均擁有同等的技術學習資源；(3)一般學生的技術教育學科學習成效略優於原住民學生；(4)原住民高職學生畢業後選擇就業的比例高於一般學生；(5)原住民高職學生技能檢定通過比例低於一般學生；(6)在技藝競賽方面，表現優異者以一般學生居多。建議為：未來宜一面針對落差探究原因，以針對問題謀求改善；一面加強探討原住民學生學習技術的意願與進行必要之激勵。

關鍵字

原住民學生；苗栗地區；技術教育落差

並列摘要

Educational policies in Taiwan have paid much attention to equity for the minority. However, different factors such as race, residence area, allocation of educational resources may have resulted in divides in technological education opportunity and quality between indigenous and general. This study explored the ideal of technological education through analyzing related literature, including the technological literacy education for graders 1-12 as well as the technological specialty education in agricultural and industrial programs in vocational high schools, and the status of indigenous student's technological education. Based on the IPO (Input-Process-Output) model, an in-depth interview with a qualitative analysis was conducted to capture the current state and the divide between indigenous and general students in Miaoli county. The results of this study indicate: (1) According to educational policies, indigenous students have more protective opportunities to receive upper-secondary education than general students'. (2) Both indigenous and general students have equal access to technological learning resources. (3) General students' technological learning effectiveness is slightly superior to indigenous students. (4) Compared with general students, indigenous students tends to choose employment when they graduate from vocational high schools. (5) In vocational high schools, indigenous students' proportion to pass skill certification tests tends to be lower than general student's; (6) When participating in skill competitions, general students have better performance than indigenous students. Therefore, it is suggested that further studies are conducted to explore the causes of the above divides and to develop solutions. It is also suggested that indigenous students' willingness and preference to learn about technology should be studied and motivated.