大學原住民專班學生民族文化教育學習經驗研究─以實踐大學為例

The Study of the Learning Experiences of Aboriginal Culture Curricula for the College students in Aboriginal Classes- Based on Aboriginal Classes of Shih Chien University

白紫‧武賽亞納(Pai Zi．Wu Sai Ya Na)

指導教授 ： 劉若蘭

國立臺灣師範大學/教育學院/公民教育與活動領導學系/碩士(2011年)

摘要

本研究旨在探討大學原住民專班學生民族文化教育學習經驗與相關影響因素，運用半結構式訪談收集資料，再以質性分析方法加以歸納整理，並經由人員的三角校正、研究參與者檢核、同儕檢核及厚實描述，建立研究信實度。研究結果包含五項主題，說明如下。
一、大學前民族文化接觸經驗與族群認同面貌：此主題內涵包括受部落滋的
孩子、城市新部落的原住民及游移在原漢之間的雙族裔。
二、有原味的校園增加就學適應：此主題內涵包括有原住民的地方就很親切、
有原住民味道的校園環境與活動增加民族自信。
三、原住民專班讓我們聚集有力量也有隱憂：此主題內涵包括文化是專班學
生共同的話題、相互扶持學習彼此文化、專班上課氣氛High、與一般生
上課壓力大但增加交流學習機會及鎖班是保護或是隔離。
四、原住民社團是另一個家：此主題內涵包括創立社團延續情感、在社團學
習原住民樂舞文化及找回舞台展演的主體性。
五、在文化課程學習中的蛻變：此主題內涵包括體會民族文化知識的價值開
啟學習動機、提升民族文化能力、促進族群認同與覺醒、發現民族文化
課程貼近生活與部落、未來致力於文化傳承工作。
最後依據本研究結果，針對政府相關單位、大學設置原住民專班、一般大學促進原住民民族文化教育學習、大學原住民專班學生以及未來研究提出相關建議。

關鍵字

原住民專班 ； 原住民民族文化教育 ； 學習經驗

並列摘要

The purpose of this study was to explore the learning experience and the related influential factors for the college students of aboriginal classes. The data was collected by semi-structural interview and has been analyzed with qualitative analysis. The trustworthiness was testified by triangulation, member checking, peer checking and thick description. The results including five themes are as follows:
I. The experiences of contacting with the ethnic culture and tribe identification before entering college: this theme consists of the children nourished by the tribes, the aboriginals leaving in the city, and the biracial lingering between aboriginal and Han.
II. The campus with aboriginal climate increases learning adaptations for aboriginal students: this theme consists of the feelings of friendliness when staying with aboriginal people; the aboriginal activities can enforce ethnic confidence.
III. Studying together in aboriginal classes empower us but still have some concerns: this theme consists of the culture was the common topic of the aboriginal students; supporting and learning the cultures from each other and the atmosphere in classes was very excited; studying with Han students have more pressure but increase mutual learning; racial exclusion of the class was protection or isolation.
IV. Aboriginal club has been another home: this theme consists of creating club to extend emotion; learning the music and the dance of the tribes; and find the subjectivity of the performance.
V. The changes from learning the aboriginal culture classes: this theme consists of understanding the value of ethnic culture and knowledge; initiating the learning motivation; increasing ethnic ability; promoting tribe identity and awareness; finding ethnic classes being close to the life and the tribe; and devoting to the culture inheritance in the future.
Finally, recommendations for government, universities developing aboriginal classes, promoting aboriginal culture learning for college students, and future studies are presented.

並列關鍵字

aboriginal classes ； aboriginal culture learning ； learning experience

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