本研究旨在探究南投縣信義鄉久美國民小學實施文化教育課程的過程,以理解原住民族文化教育課本研究旨在探討久美國小實施原住民族文化教育課程的動機、意義與價值,紀錄課程設計及試教之歷程,以及實施過程遭遇的困難與因應之道,並依據參與人員之訪談資料進行討論。最後,對原住民族實驗教育政策提出以下建議: 一、提供原住民族學校中、長期補助經費,學校始能進行長遠規畫,辦理延續性的文化發展教育活動。 二、將原住民族文化融入學校正式課程,成為本位課程特色,引領學校發展願景。 三、著眼未來原住民實驗小學師資之培育與任用,放寬原住民實驗小學做為師資培訓場域與代課教師優先聘用等相關法令。
The current study aimed to examine the rationale, meaning, and value of indigenous cultural education courses implemented in Jiou-Mei Elementary School. Special attention was also given to the course design, process of teaching demonstration, and challenges as well as corresponding strategies. Interview data were collected for further discussion. Suggestions for indigenous experimental education policies were as follows: 1.Increase the mid- and long-term budget subsidy for indigenous schools for schools to proceed with long-term arrangement and organize educational activities featuring cultural continuity. 2.Incorporate indigenous cultures into the school curriculum and develop school-based curricula featuring indigenous cultures, leading schools to develop specific visions. 3.Focus on future teacher training and appointment for indigenous experimental elementary schools, and loosen policies concerning indigenous experimental elementary schools as teaching training sites and substitute teachers’ employment with first priority