本研究藉由批判教育學的理論視角,分析原住民族資訊教育政策在制定與實行上所面臨之問題與落差,並試圖為其未來之政策制定與實施提供新的方向。為達研究目的,首先透過研讀批判教育學之經典及相關文獻,分析批判教育學之理論內涵與發展脈絡,以發現其主要概念與理論趨勢。其次,透過文件分析法與理論分析,蒐集台灣現行之資訊教育政策與原住民族相關之資訊教育政策,並以批判教育學之主要概念探究原住民族資訊教育政策於制定與實行之過程中所面臨之問題。最後針對未來原住民族資訊教育於制定與實施過程中,分別對於教育行政相關單位、從事原住民族資訊教育之教師,以及部落領導者提出相關建議與改進意見。
Through the Critical Pedagogy approach, this study aims at analyzing the ICT Education Policy for Taiwanese Aboriginals. First, the researcher uses theories analysis method to analyze the historical development of critical pedagogy, and finds the main concepts of it. Secondly, the researcher uses document analysis to discover the development and the problems of the information educational policies of Taiwanese indigenes. Thirdly, the researcher tries to analyze these policies and their problems by using the main concepts of critical pedagogy. Finally, the study proposes three possible solutions to education administration, who teaches the information education to Taiwanese indigenes, and the leaders of the indigenous tribes.