[ 摘要 ]
本研究採用文化回應教學觀點，以附加課程模式將原住民文學納入國文科教學中，探討此種教學對太魯閣族學生的族群認同與國語文成就之影響，以及在課程行動研究歷程中，教師的文化知能與教學專業的改變情形。接受實驗教學的對象為花蓮縣一所原住民國中的三年級27名學生，教學時間約二十週。藉由參與觀察、訪談、族群認同量表、閱讀理解測驗、國語文表現測驗、作文評分量表、學習單所蒐集的資料進行分析，結果發現：原住民文學附加課程的實施，能促進原住民學生的族群認同，並改善漢族學生的族群態度；文化回應教學能顯著提升學生之國語文成就。這是由於本研究的教材內容選擇能貼近學生的生活經驗、教學方法符合原住民學生的學習式態、並透過教室言談，促進學生閱讀理解。此外，透過小組合作，經由模仿與引導也提昇學生的語文能力；而蘊含多元文化的語文活動，使學生肯定族群文化，並提昇學業成就。透過行動研究，不僅提昇教學者的實踐能力，在理論與實務的連結中，教師逐漸能以學習者為中心來反思教學，並經由族群議題的討論，提昇個人的多元文化視野。
[ 英文摘要 ]
By incorporating aboriginal literature with an additive curriculum for Chinese teaching, this study intends to probe the effects of culturally responsive teaching on the ethnic identity and abilities of Chinese language skills among the aboriginal students in a junior high school on one hand, and on the other, how the teacher’s cultural literacies and teaching skills have been changed. Twenty-seven ninth grade Truku students were recruited for the study lasting for twenty weeks. Data were collected with the methods of observation, interview, an ethnic identity scale, a reading comprehension scale, a Chinese skills scale, an essay writing scale, and other documents. It was found that this implementation of additional curriculum of aboriginal literature significantly promoted self ethnic identity of the aboriginals, while it improved ethnic attitudes of the majority Han students toward minorities in the meantime. It also lifted up the minority students’ level of Chinese language. This was because the teaching materials used in the present study were close to the daily experiences of the students, and the teaching method was similar to the learning style of aboriginal students, so as to initiate students’ motivation of discussion and enhance their reading comprehension. In addition, the group cooperative learning and imitation and guidance also increased students’ language skills. Furthermore, the multicultural language activities provided the students an opportunity to appreciate the ethnic cultures and improved their academic performance. Lastly, the action research has successfully implemented teacher’s teaching skills and abilities of linking the theories and real situations so as to contemplate on teaching from the students’ stand point, while the discussions with ethnic topics had further broadened the personal vision for cultural diversity.