[ 摘要 ]

本研究以台東縣海端鄉郡社國小（化名）之布農族族語教師為個案進行研究，以古（化名）老師的教學為主軸，加以文獻探討之基礎，經訪談、觀察教學的過程，獲得主要的發現並進行討論；及分析國小布農族語教師的學習族語背景、教學理念、教材內容、教學方法及教學評量，歸納出五項結論：

一、古老師的布農族語教學基礎，孕育在舊部落的族語學習歷程。

二、古老師之族語教學理念是兼顧文化、氏族倫理及山林智慧的傳遞。

三、古老師之族語教學教材內容是兼容在地文化、神話歌謠與山林智慧。

四、古老師之族語教學方法是以歌謠、神話及影片體驗布農族的傳統生活與人生啟示。

五、古老師之族語學習評量是以自我介紹、歌謠與神話演出展現布農族語特色。

基於上述發現與結論，本研究從五個面向，提出下列五個族語教學建議，以供布農族語教學與原住民教育相關研究之參考：

一、族語教學政策應向下紮根以建立族語的學習歷程。

二、族語教師應建立族語教師的文化認同與教學責任。

三、族語教材應選擇符合部落的語音符號及融入在地文化。

四、族語教師應採動靜皆宜的說唱活動及文化體驗的教學方法。

五、族語教師應利用族語特色活用多元的學習評量方式。

[ 英文摘要 ]

The purpose of this case study is to analyze the teaching press of a Bunun Language Teacher at Isi-bukun Elementary School in a Bunun tribe in Taitung County. The methods of participative observation, interview and document analysis were used for data collection. The findings are as followings:

1. The case teacher learned Bunun language in his childhood in 1960s in a much more remote tribe, Wulu, where Bunun people still lived in traditional way and used Bunun language in daily life at that time.

2. The case teacher’s ideas for Bunun language teaching is not only for language learning but also for the learning of traditional culture, clannish ethics, and hunting heritage.

3. The case teacher’s teaching materials included local Bunun culture, fairy tales, folk songs, and hunting heritage.

4. The case teacher’s teaching methods included singing folk songs, telling fairy tales, and watching videos to experience traditional Bunun culture.

5. The case teacher evaluated students’ learning results based on students’ performances on self-introduction, singing folk songs, telling fairy tales in Bunun language.



Based on the findings, the suggestions of this study are as follows:

1. The educational policy for indigenous language learning should be implemented not only in elementary schools but also in kindergartens.

2. Indigenous language teachers should strengthen their own cultural identity and teaching responsibility.

3. Local culture should be integrated into Bunun language teaching materials; phonetic symbols should be applied appropriately based on local language.

4. Active teaching methods of experiencing cultural, singing folk songs, telling fairy tales should be applied in the Bunun teaching precess.

5. Multiple learning evaluations should be applied in the evaluation of students’ Bunun language learning.