依類型 族群 主題   
 
 
2021.07.20
原住民族籍國中校長族群文化認同與推動族語教育之個案研究
主題: 族群語言、族群教育、一般教育  
作者 田勵文
學校系所 國立政治大學學校行政碩士在職專班
地點 全臺 全部  
研究內容

本研究旨在探討具原住民族身分的校長,其成長、求學及教育工作服務之歷程,在接觸我族及漢族文化之下,如何影響其族群文化認同?這些認同的樣態,又會如何影響學校推動族語教育之情形,並歸納研究結果與建議。本個案研究採質性研究,以深度訪談法與文件分析法為主要研究方法。研究結果顯示:
一、個案校長族群文化認同情形:受環境薰陶,而知覺族群身分,並涵養傳統族群文化。以正向態度,處遇自身及族人之負面族群互動經驗。以實際行動,展現族群自信及保存傳統文化。
二、推動族語教育之理念:包含意識族語教育之重要性、重視原住民族學生生活教育、語言須文字化與生活化並發揮在地人價值,以及考量不同族群文化而因地制宜。
三、族語教育推動之情形:將族語教育列入正式課程實施,並積極參與族語認證考試及族語相關競賽,且引進部落資源與文化資產,進而透過投入族語教材、文本編輯與翻譯,保存傳統文化。
四、族語教育推動過程之困境與因應:認為家庭、學校與社區之族語學習環境建構不足,且中央政策無法符合各族需求,其次是缺乏實際編輯族語教材與從事教學之人力。因此,透過族語文字化及學習與家庭連結,族語教材在地化,以及學校族人教師與教會牧師合作編輯教材等策略,以因應面臨之困境。
經研究結果歸納結論,個案校長展現正向之族群文化認同,透過族語文字化
、生活化與在地化,而保存傳統族群文化,以積極態度發揮在地人價值,並以實際行動因應困境。

The purpose of this study is to explore how the process of growth, education, and educational career of the aboriginal principal''s influences his ethnic and cultural identity when he come into contact with own ethnic and Han cultures? How will these situations of identity affect the promotion of indigenous language education at school
,and summarized the results of this study and recommended for reference. The study methods were based on interview, and added to file analysis. The results of the study found:
The first, about the situations of an aboriginal principal''s ethnic and cultural identity. Influenced by the environment, and perceives ethnic identity, and cultivates traditional ethnic culture. With a positive attitude, deal with the negative experience of interaction between himself and the clansmen. Take practical actions to show ethnic confidence and preserve traditional culture.
The second, beliefs about the promotion of indigenous language education. Including the importance of conscious indigenous language education, the importance of life education for aboriginal students, the need for language to be literal and life-oriented, and the value of local people, as well as consideration of different ethnic cultures and local conditions.
The third, the situation regarding the promotion of indigenous language education. Include indigenous language education in the formal curriculum, actively participate in indigenous language certification exams and indigenous language-related competitions, and introduce tribal resources and cultural assets, and then preserve traditional culture by devote his time to the indigenous language teaching materials, text editing and translation.
The forth, the difficulties and solutions in the promotion process of indigenous language education. It is believed that the construction of the indigenous language learning environment in the family, school and community is insufficient, and the central government policy cannot meet the needs of all ethnic groups, followed by
the lack of actual editing of indigenous language teaching materials and the teachers. Therefore, strategies such as the localization of indigenous language teaching materials and the localization of ethnic language teaching materials, as well as the co-editing of teaching materials by the school''s teachers and church pastors with indigenous language ability.
According to the conclusions of the research results, the principal of the case showed a positive ethnic cultural identity. Literalization through indigenous languages
, life and localization to preserve traditional ethnic culture. Exerting the value of local people with a positive attitude, and responding to difficulties with practical actions.