原住民族實驗小學民族教育課程發展與實踐之研究

本研究旨在探討原住民族雲山實驗小學（化名）108 至 110 學年度民族教育課程發展與實踐之背景脈絡與資源、實施歷程與困境、實施成效與意義，並省思其價值，採用文件分析、半結構式訪談、觀察法、問卷調查進行資料蒐集與討論，本研究對雲山實驗小學民族教育課程發展與實踐之研究結果為：一、實施背景是原住民族意識覺醒，動機是提升學生之文化認同，願景是涵育具有族群靈魂的「真正全人」；而其輸入資源與支持系統充足，組織運作健全，校園環境富文化特色。二、課程決策歷程公開透明，目標明確，內涵包含族群文化八大面向，採民族教育與基礎教育雙軌並行，運用主題式、文化回應、協同、沉浸式全族語教學、體驗與合作學習，希望學生習得帶得走的能力。三、遭遇多重困境包含專業師資人力不足、教師重構課程壓力沉重、無完整原住民族知識體系、部分家長支持不足、教學場域寬闊易致危機、經費使用受限法規、部份家庭不說族語。四、實施成效包含學生文化認同提升、族語能力增強、教師教育思維拓展、家長態度改變。五、實施意義包含文化傳承與創新、學生獲得心流經驗、彌補弱勢學生成長缺口、彰顯教育平權、發揚耆老生命價值。研究者根據上述研究結論，針對教育及相關單位、雲山實驗小學、部落與家長、未來研究者提出具體建議。

關鍵字

原住民族實驗小學；原住民族實驗教育；民族教育課程；文化認同

並列摘要

This study aims to explore the background context, resources, implementation process, difficulties, effects and significance of development and practice of the ethnic education curriculum at an indigenous Yunshan experimental elementary school (pseudonym) from 108-110 years and to reflect on its value. This study used the document analysis, the semi-structured interview, the observation method and the questionnaire survey to conduct data collection and discussion. The results are as followed: 1. The background context of the implementation is the awakening of the consciousness of the indigenous people. The motivation is to enhance the cultural identity of students, and the vision is to cultivate "whole person" with ethnic soul. The input resources and support systems are sufficient. The organization of the school is complete, and the campus environment is rich in cultural characteristics. 2. The curriculum decision-making process is open and transparent with clear goals. The connotation includes eight aspects of ethnic culture. It adopts the dual-track approach of ethnic and basic education, and uses thematic, cultural response, collaborative, immersive whole-ethnic language teaching, experience and cooperative learning to hope that students will acquire the ability to take it with them. 3. The difficulties include shortage of professional teachers, heavy pressure on teachers to restructure courses, lack of a complete knowledge system of indigenous peoples, lack of support from some parents, wide teaching field that can easily lead to crises, limited use of funds and regulations, and some families do not speak ethnic languages. 4. Implementation results include the improvement of students' cultural identity, the enhancement of ethnic language ability, the expansion of teachers' educational thinking, and the change of parents' attitudes. 5. Significance of implementation include cultural inheritance and innovation, the acquisition of students' flow experience, the filling of disadvantaged students' growth gap, the demonstration of equal rights in education, and the promotion of the life value of the elderly. On the basis of the study results, the researcher provides some suggestions for education and related units, indigenous Yunshan experimental elementary school, tribes, parents, and future researchers.