原住民為原本居住於臺灣的居民，然而後來有漢人、客家人等遷徙到臺灣，原住民與非原住民所居住的地區有所差異，也因生活方式不同，其天性及觀念也有不同，與教師的互動方式也會有所差異，即是本研究欲探討的主題。
本研究以國外Moore學者三種互動形態論理為基礎，探討學生與教材方面的互動、學生與教師的互動以及學生與同儕的互動，因師生互動中除了教師的特質、教學方式及班級經營方式等會影響師生互動，在學生對教材的主動性及與同儕的互動也會影響到學生學習的狀況。
本研究使用立意取樣方式發放問卷，經統計分析後整理，歸結出桃園市復興區(偏鄉)的原住民學生與非復興區(非偏鄉)的非原住民學生在與教材互動中非原住民的學生互動性較高；在與教師互動中原住民學生在下課時、在於非課業方面上與教師互動性較高，非原住民學生與教師互動則相反；與同儕互動上差異不大，以上為本研究歸結之結果。

The aboriginal people were originally residents in Taiwan, later Han people and Hakka people migrated to Taiwan. The areas where the aboriginal and non-aboriginal people live are different, and because of their different lifestyles, their natures and concepts are also different. Teachers'' interaction methods will also be different, which are the subject of this research.
This research is based on the three types of interaction theory of foreign Moore scholars, and explores the interaction between students and teaching materials, the interaction between students and teachers, and the interaction between students and peers. Teacher-student interaction, the characteristics of teachers, teaching methods and class management methods and the student''s initiative in teaching materials and interaction with peers are also will affect student’s learning status.
In this study, the questionnaires were distributed using the purposive sampling method, and after statistical analysis, the results were summarized that the aboriginal students in the Fuxing District (rural area) of Taoyuan City and the non-aboriginal students in the city area (non-rural area). Students live in city are more interactive with the teaching materials; In the interaction with teachers, aboriginal students have a higher interaction with teachers during the time between classes and non-school work, while non- aboriginal students interact with teachers on the contrary; There is little difference in interaction with peers. The above discussions are the result of this research.