透過您的圖書館登入
IP:34.237.140.238
  • 學位論文

我國原住民高等教育人才培育現況之研究

A Research on the Status Quo of Tertiary Education of Indigenous in Taiwan

指導教授 : 劉曉芬

摘要


19世紀末開始便興起各地的國際原住民運動,在世界的潮流下也影響到台灣的原住民教育改革。本研究在探討我國原住民教育的發展與現況外,並分析世界主要國家的原住民高等教育之內容與我國原住民高等教育人才培育的現況,進一步以原住民教育理論觀察比較並分析各國及我國原住民教育發展的差異情形,最後對我國的原住民高等教育提出建議。本研究採用文獻分析法與理論分析法進行。在第二章對原住民教育的理念與目標進行探究、並深入探討原住民教育發展的五種主要理論:同化主義、融合主義、統合主義、文化多元主義與多元文化主義,以便對現今我國原住民教育的演進和我國原住民教育的相關研究做了解。第三章則分別對中國大陸、紐西蘭毛利、加拿大和挪威薩米的原住民高等教育狀況進行分析並比較得出總結。第四章是對我國原住民教育的制度演進、行政現況與政策發展進行分析。第五章則分別對原住民籍大學部學生、研究生的現況及原住民族學院現況進行分析探討。最後第六章對我國原住民族高等教育人才培育現況提出以下結論: 一、原住民族對教育主體意識逐漸抬頭。 二、國家教育政策尚欠缺多元文化觀念。 三、我國原住民事務之制度設計仍落後先進國家。 四、原住民高等教育人才培育傾向採取消極的鼓勵措施。 五、原住民保障名額成為隔離政策的延續。 六、原住民高等教育人才結構的不平衡。 七、我國民族學院的發展與一般大學差異不大。 八、國內對我國原住民教育發展的研究仍顯匱乏。   本研究並提出建議:進行民族教育研究,強化民族教育理論基礎;積極發展民族教育體系;加強國民教育之多元文化理念課程檢討原住民的入學方式;建立以民族學為主的原住民民族學院;多管道投入對原住民教育的提升。也建議未來研究者可用更多元如德菲法與深度訪談對:優惠政策、民族學院與原住民重點學校、原住民高等教育人才就業調查、雙語政策與族語認證及民族議會的建立進行更深入的探討。

並列摘要


Since the end of 19 Century, International Indigenous Movements have begun to spring up everywhere; under such world trends, the reforms of indigenous education in Taiwan have also been influenced. In addition to explore the development and the status quo of indigenous education in Taiwan, this study has also analyzed the content of indigenous tertiary education in major countries around the world and the status quo of talent cultivation in indigenous tertiary education in Taiwan, to further observe, compare and analyze the difference in the development of indigenous education in Taiwan and other countries based on indigenous education theory. Finally, some suggestions about indigenous tertiary education in Taiwan have been proposed.Literature analysis method and Theoretical Analysis method were used in this study. In Chapter 2, the belief and goal of indigenous education had been explored, and five major theories about the development of indigenous education — assimilationism, amalgamatism, corporatism, cultural pluralism and multiculturalism—had also been probed into deeply, in order to acquire understanding about the evolvement of indigenous education in Taiwan at present and the related studies about indigenous education in Taiwan. In Chapter 3, the situations of indigenous tertiary education in Mainland China, Maori in New Zealand, Canada, and Saami had been analyzed respectively and compared to draw up conclusions. In Chapter4, the evolvement of systems, the status quo of administration and the development of policies in indigenous education in Taiwan had been analyzed. In Chapter5, the status quo of indigenous undergraduates and postgraduates and the status quo of College of Indigenous Studies had been analyzed and explored respectively. Finally, in Chapter 6, aiming at the status quo of talent cultivation in indigenous tertiary education in Taiwan, the conclusions are proposed as follows: 1. The indigenous people has much more concerns about identity consciousness toward education gradually. 2. Our national policies about education lack for the concept of multiculturalism. 3. The design of systems of indigenous affairs in Taiwan is far more behind than that of developed countries. 4. Passive measures of encouragement tend to be used in talent cultivation in indigenous tertiary education. 5. Indigenous Quota has become the extension of segregation policy. 6. Imbalance has occurred in the talents structure of indigenous tertiary education. 7. The development of College of Indigenous Studies has few difference compared with that of general universities. 8. Domestic studies about the developments of indigenous education in Taiwan are still insufficient. Some suggestions in this study have been proposed: Studies about race education should be conducted to enhance the basis of race education theories; the system of race education should be developed actively; the courses of multiculturalism concepts in compulsory education should be enhanced and the entrance ways for the indigenous should be reviewed; a College of Indigenous Studies based on ethnology should be established; by multi-channels, more efforts should be put in to enhance indigenous education. Besides, it is also recommended that future research can be done by more diversified means such as Delphi Method and In-Depth Interview to further explore some aspects such as preferential policies, College of Indigenous Studies and indigenous key schools, career investigations on talents of indigenous tertiary education, bilingual policies and certificates of tribe language, as well as the foundation of race assembly.

參考文獻


汪知亭(1978)。台灣教育史料新編。台北:商務。
陳枝烈(2004)。美國部落學院的發展對臺灣原住民部落大學的啟示。原住民教育季刊,36,117-130。
周維萱(2004)。紐西蘭毛利教育政策之歷史發展與現況。原住民教育季刊,33,45-76。
黃森泉(2000)。原住民教育之理論與實際。台北:揚智。
行政院原住民族委員會(1999b)。行政院原住民族委員會民族教育審議委員會設置辦法。台北:作者。

被引用紀錄


許禮筠(2015)。從人力資源發展觀點 探討客家高等教育人才之養成〔碩士論文,國立中央大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0031-0412201512091909

延伸閱讀