中文關鍵字：原住民族實驗教育；教師專業成長；教師支持系統；文化回應教學
英文關鍵字：Indigenous experimental education；teacher professional growth；culturally responsive teaching；

"實驗教育三法公布後，對原住民族教育來說，可依法開展以民族文化為核心的課程內容，除有助於族群文化的傳承與復振，亦可藉此機會梳理族群內部的原住民族知識體系，將之轉化成符應時代的課程內容，讓學生可以透過族群本位課程，學習本族的知識內涵，促進學生對本族的文化認同，真正成為自己民族的孩子。
實驗三法雖鬆綁了現行課程當中的限制，但伴隨而來的課程結構轉變，著實挑戰第一線教師的專業能力。當學校型態轉型為民族實驗學校時，文化課程比重增加，更考驗教師的專業能力。授課教師需要更花時間去準備文化教材、甚至是預先學習相關背景知識，方能產出課程規劃，以符應轉型計畫中的學習能力指標。兼之申請轉型的學校，多是位於偏鄉的部落小學，人員編制有限，教師往往身兼多職，甚至有疲於奔命之感。
因此，關於民族實驗學校教師的專業成長，實為該校能否穩健發展的關鍵要素，如何建構完整、系統性的教師專業成長課程，即為本研究的核心主軸。唯有讓老師教得安心，家長才能放心支持實驗教育的推動；學生在系統性的教學規劃下，能兼顧民族內涵與一般學力，以達到轉型實驗學校的初衷。本研究擬以達邦鄒族民族實驗學校做為研究場域，進行一系列的訪談、分析研究。
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"With the three experimental education acts promulgated, the indigenous education may be legally implemented with the indigenous cultures as the core of its curriculum. Such curriculum benefits the inheritance and revitalization of indigenous cultures. Additionally, such implementation serves as an opportunity to examine and organize the internal episteme of indigenous cultures and transform the knowledge into a curriculum fit for the current era. An ethnic-based curriculum that teaches the knowledge and culture of a particular indigenous group may encourage the cultural identification of the students and enable the students to become true children of their cultures.
Although the three experimental education acts have lifted certain restrictions in current curriculums, the structural change in the curriculum that accompanies the change challenges the professional competence of the first-line teachers. As a school transforms into an indigenous experimental school, the weight of culture courses increases. Therefore, the teachers have to spend more time on preparing teaching materials for these courses and may even have to learn about relevant background knowledge prior to producing a syllabus that fits the learning ability indicators in the transformation program. Moreover, most schools that apply for the transformation program are rural tribal elementary schools where teachers usually have to take up multiple responsibilities due to understaffing and are oftentimes exhausted.
Teacher professional growth in an indigenous experimental school is truly the key factor to the steady development of the school. Hence, the core of this study is to establish a thorough and systematic teacher professional growth course. Only when teachers can teach with ease, can parents be supportive with the implementation of experimental education. Moreover, the goal of transforming to an experimental school can only be achieved by providing a systematic teaching plan for students to grasp the knowledge of indigenous culture and develop general academic competences. This study will be carried out with a series of interviews and analyses using Dabang Tsou Indigenous Experimental Elementary School as the main research field.
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