[ 摘要 ]

本研究的目的在於探討原住民學校的親師互動情形，藉由親師雙方的觀點探求影響親師互動的因素，除了提供對原住民親師關係與互動的進一步了解，並對於現行的互動策略進行檢討，以提供更適用於原住民學校的親師互動觀念與策略。

本研究對象為花蓮縣一太魯閣族小學的教師以及家長，以深度訪談為主要的研究方法，分別訪談了八位教師以及九位家長，並配合著村校活動的觀察與參與，最後歸結出的結果如下：

1. 影響原住民學校親師互動的因素有：現實生活的影響、教育方式的認知差距、族群與階級因素的作用、缺乏 多元文化教育精神。

2. 原住民家長的觀點：教師應該主動、學校與社區心理區隔大、想參與卻不知如何參與。

3. 教師的觀點：雙方對談的方式不同、社區家長不夠團結、教育參與的認知有異。

4. 解決親師互動困境之原則：平等與相互尊重的對談、互動協調機制的建立、親師合作關係的營造。

依據研究發現所提出的建議為：

1. 給原住民家長的建議：應該身體力行關心小孩子的教育，並積極的和老師互動；主動參與避免干預學校教育 ，以及落實家長會的運作。

2. 給原住民學校教師的建議：應消除族群刻板印象的影響，多到社區走動為良方；主動的和家長互動之外，並 邀請家長參與學校各項教育活動。

3. 給教育主管機關的建議：設立社區工作指導員以及遴聘跨文化導師，舉辦貼近社區生活的親職教育活動；設 立聯合行政中心減輕教師的行政負擔，並提供多元文化教育進修課程。

4. 給學術研究者的建議：原住民學校親師互動過程中性別與年齡以及其他因素的探討；原/漢教師的教育態度、 不同性質學校的親師互動情形之比較，以及親師互動手冊的製作。

[ 英文摘要 ]

This study aimed at the factors of parent-teacher interaction in aboriginal schools, analyzing the perspective of parents and teachers and providing the strategic of parent-teacher interaction.

Unstructured interviews were used for collecting data. Eight teachers and nine parents were the informants of this study. In addition, observing the school-community activities was adopted to help correct the results of the interviews.

The main finding were as follows:

1. The factors influence the parent-teacher interaction are: different living style between parents and teachers; difference of perspective of education; factor of ethnicity and class did work in it; lack of multicultural education point of view.

2. Perspective of aboriginal parents: teacher should be more positive in interaction; there is a gap of interaction between school and community; they would like to involve in school education but do not know how.

3. Perspective of teachers: the way of interaction between two sides is different; parents in this community don''''t have the same attitude of education; recognition of school involvement between parents and teachers is different.

4. Principles of solving the difficulties of parent-teacher interaction are: to dialog on a equal position and show the same respects; establishing a mechanism of interaction; to manage the friendship between parents and teachers.

Based on these findings, the suggestions were as follows:

1. Suggestions for aboriginal parents: practice the care of child on education; held positive attitude on parent-teacher interaction and try not involve too much; use well the function of parent conference.

2. Suggestions for teachers: avoid the stereotype of aboriginal parents; interact with parents more positively; invite parents involve in activities of school education.

3. Suggestion for the authorities of education: to set a director of community work in school and invite cross-cultural teacher teaching in school; to held a local style school-community activities; to set a school administration center for reduce the burden of teachers; providing the training course of multicultural education.

4. Suggestions for researchers: to concentrate on the factors of gender, age and others of parent-teacher interaction; to compare with attitudes of education from different culture and to compare parent-teacher interaction with different type of school; to produce a handbook of parent-teacher interaction in aboriginal school.