﹝摘要﹞

本研究的研究目的旨在從學校本位概念出發，藉由田野調查資料之探討與心得，將原住民泰雅族音樂文化，保存於台北縣烏來鄉福山國小的鄉土音樂課程之中，並期盼此鄉土教學過程，能網住這些泰雅孩童的鄉土情懷，更加了解自身的傳統文化，而原住民傳統文化亦得以永續傳承。第一章為緒論，介紹研究範圍與方法，以及探討相關文獻。第二章主要針對福山國小的地理環境與人文風貌、部落歷史與種族狀況和學生背景做深入瞭解，以利爾後設計教材時，可置入地方色彩並與學生的生活經驗相結合。第三章則就泰雅族的傳統音樂文化，包括傳統歌謠、樂器進行描述與認識，進而與傳統音樂的教育功能相互結合。第四章鄉土音樂課程設計，首先規劃音樂課程的主要內容，接著將泰雅族傳統族群文化性格展現在教材編選風格當中，並彈性設計多樣化的母語與音樂協同教學活動。第五章所設計的課程評鑑，就課程計劃與教材評鑑，以及課程實施評鑑兩部分來進行。第六章為本研究之總結，另建議蒐集、補充、調整及編製具學校特色、能反映本族文化內涵等真實性鄉土教材，將其系統化地編為認識台灣的通識教材，並培育具備原住民鄉土素養與課程設計能力的師資，普施於相關學校。

[ 英文摘要 ]

This thesis begins by examining the conception of the school-based in the school curriculum, and it relies both on the investigation of field survey data and on reports of personal learning experiences. The main research objective of this thesis is to preserve the musical culture of the Atayal aboriginal tribe in a music course at Fu-shan Elementary. It is also hoped that in the process of learning about their own cultural background, Atayal children will be inspired with native pride and will better understand their traditional culture. In this way, traditional indigenous culture may be passed on to future generations.

The first chapter is the preface, wherein the field of inquiry and research methodology is introduced and the relevant bibliographical literature investigated. The second chapter focuses on the geographical environment and cultural appearance circumstance surround of Fu-shan Elementary, on the village history and the appearance of Atayal tribe, and also on the living backgrounds of students.With the profound understanding of these factors will benefit the curriculum design in the future,the vernacular can be included and the materials can be linked up with the life experiences of the students. The third chapter surveys the traditional music culture of Atayal people, including traditional songs and instruments, and proceeds to combine with the educational function served by this musical tradition. The fourth chapter is concerned with the design of a aboriginal music course. First, the main content of such a course is planned out, and then the special features of traditional Atayal culture are represented through the manner of compilation of the teaching materials. Furthermore, a flexible design is used to devise a variety of teaching activities that include both the language and the music of Atayal tribe. The fifth chapter introduces the evaluation of the curriculum plannings and teaching materials and its implementation. The sixth chapter is the conclusion, which additionally recommends, supplements, adjusts, and compiles authentic native teaching materials that are both characteristic of school-based curriculum features and also reflect the content of tribal culture. It is expected that this course may be systematically edited into general knowledge teaching materials and known throughout in Taiwan. It is also hoped that teachers with an intimate knowledge of aboriginal culture and course design ability will be trained to teach the course in the relevant schools.