[ 摘要 ]

本研究從文化觀點的視野出發，以Vygotsky的理論為依據，觀照師生互動中個體內高層次的心理功能、人際關係與社會文化歷史三個層面所構成的整體。研究者透過鉅觀的社區觀察，及微觀的教室觀察、訪談與互動，期望找到阿美族學生學習的互動情境與節奏。研究結果綜合如下：

壹、在社會主流文化脈絡下，阿美族文化延續的價值觀，流逝的更加嚴重；教育觀雖轉變成比較重視教育，但是實踐的行動力仍然不足。

貳、家庭、社區與學校所形成的情境脈絡，影響阿美族學生學習的結果。尤其環境、經濟更是左右阿美族學生的學習意願，除了家庭無法扮演好應有的角色外，社區裡缺乏良好的模仿典範，而學校有時也會傷害到學生的自尊與人格。

參、透過教室的觀察與訪談，發現阿美族學生在學習的互動上需要特別的關照。在情感上需要老師的真誠付出與支持；在教學上需要教師的文化學習與尊重；在內容上需與生活文化經驗有關；在同學的互動上需要創造相互學習的氣氛；在學習結果的評斷上老師應重視過程而非結果。

肆、透過教室的觀察與訪談，發現阿美族學生的學習節奏，是好動的、是幽默的、是開朗的、是易受干擾的、是依賴的、是需要陪讀與讚賞的。所以，在作業的訂定上應重「質」不重「量」；在學習的過程上需要安靜的空間與知所變通的引導；在能力的養成上需要陪讀的過程；在信心的建立上需要讚賞與支持；在學習的習性上也必須尊重個別差異。

伍、阿美族學生在創塑意義的過程中，老師透過瞭解、尊重與行動的策略，可以提昇學生的自信心，進而引發學生自主學習的意願。

依據研究結果提出五方面的建議：一、社區教育除靜態的學習外，更應推動參觀與見習的研習活動。二、讓文化課程成為師資培育的必修學門。三、透過課程與社區現象的交流、討論與結合，讓老師理解文化差異可以成為能量而非負擔。四、學校應該為阿美族學生安排文化課程的學習。五、學校應積極推動阿美族學生藝術知能的培養，以激發學生的原創力。

[ 英文摘要 ]

According to the theory of Vygotsky, this research begins from the cultural perspective, and consider with three dimensions of the interaction between teachers and students, such as higher psychological function, interpersonal relationships, and socio-cultural and historical factors. Through the macro community observing, and the micro classroom observing, interviewing, interacting, the researcher hopes to find out the interacting situation and rhythm in Amis students’ learning procedure. This research concludes：

1. Under the main stream social context, the cultural values of Amis ethnic culture fades more quickly. Although Amis people turns to emphasize education, the practical agency is not strong enough.

2. Family, community and school three factors make the learning context which affects the learning achievements of Amis students. Especially the family environment and economical level factors affect the students’ will of learning.

3. Through the classroom observing and interviewing, the researcher finds out the Amis students need more special caring when learning and interacting with teachers. Emotionally, they need teachers’ supports, and they need the cultural respects from teachers; and they need those learning contents connecting to their life and cultural experiences; and they need to create a cooperative learning atmosphere when interacting with classmates; and they need teachers to emphasize their learning achievements through the process not for the results.

4. Through the classroom observing and interviews, the researcher finds out the learning rhythm of Amis students is active, humorous, optimistic, easy to be affected, dependent, needing more companionship and encouragements. Therefore, their assignments need to be emphasize in quality not in quantity. They also need a quiet space and a alternative guidance in their learning procedure. They need more encouragements and support to develop their confidence, and need more respects in their individual differences.

5. In the process when Amis students creating the meanings, teachers should use strategies of understanding, respecting, and acting in order to promote the students’ confidence and inspire students’ will of learning.

According to the results, the researcher provides five suggestions：

1. Except the static course, the community education should provide more visiting or practical course.

2. Cultural course should be the basic course in teacher training learning.

3. Through the course and community interaction, discussion, and combination, let teachers understand that the cultural differences can also become the dynamics in learning.

4. Schools should arrange cultural learning for Amis students

5. Schools should develop Amis students’ artistic knowledges and abilities in order to inspire students’ creativity.