[ 摘要 ]

本研究採用內容分析法，分析拍瀑拉地區的平埔族鄉土教材，以及該地區鄉鎮志、開發史的平埔族教學資源，研究目的包括：探討拍瀑拉地區鄉土教材中有關拍瀑拉族的教材內涵，分析拍瀑拉地區鄉鎮志與開發史中有關拍瀑拉族的章節內涵，探究拍瀑拉地區鄉土教材以及鄉鎮志、開發史中有關拍瀑拉族的原住民內涵及其在社會學習領域中的應用。研究結果發現：

一、拍瀑拉族鄉土教材的類別以鄉土歷史、鄉土地理為主，其拍瀑拉族原住民內涵類別以民族概說類居多。

二、鄉鎮志、開發史中有關拍瀑拉族的章節主要有歷史篇、地理篇、社會篇，其拍瀑拉族原住民內涵類別以民族概說類為主；鄉鎮志的拍瀑拉族平埔資料使用比開發史更為豐富多元。

三、鄉土教材以及鄉鎮志、開發史的拍瀑拉族原住民內涵包含五大類別；拍瀑拉族原住民內涵能應用於社會學習領域課程組織規畫與歷史教學；平埔族教學資源的分析有助於社會學習領域的學校本位課程發展。

根據研究結果，本研究針對平埔族學校本位課程發展以及後續研究，提出幾項建議：平埔族鄉土教材融入社會學習領域課程，應針對鄉土教材的內容加以檢視、分析；鄉鎮志、開發史可作為平埔族鄉土教材融入社會學習領域課程的教學資源，但不可忽略臺灣平埔族研究的相關史料蒐集以及研究成果；平埔族鄉土教材融入社會學習領域課程的單元教學活動設計，應重視能力指標的解讀、課程組織的安排以及歷史教學的運用；未來研究可針對研究主題拓展研究對象、擴增研究問題，或兼採其他研究方法。

[ 英文摘要 ]

This research study utilizes content analysis method to examine homeland curriculum materials of Formosan Plains Austronesians in Papora Region and teaching materials of Formosan Plains Austronesians in the local gazettes and cultivation history of the referred region. The objectives of this research aim to investigate the content of homeland curriculum materials that are related to Papora in Papora region, to analyze not only the chapters related to Papora in the local gazettes and cultivation history but also the contents related to Papora aboriginals in the homeland curriculum materials, local gazettes and cultivation history as well as the practices in social studies. The results of this study indicate that:



1.Local history and local geography are the main categories in the homeland curriculum materials about Papora. General ethnic descriptions prevail in the homeland curriculum materials of Papora Aborignals.

2.Chapters related to Papora in the local gazettes and cultivation history mainly record information on history, geography and social studies. General ethnic descriptions are the main category in the local gazettes and cultivation history of Papora Formosan Austronesians. The local gazettes contain more diverse data of the Papora Formosan Austronesians than the cultivation history does.

3.The contents of the homeland curriculum materials, the local gazettes and cultivation history cover five categories related to Papora Aboriginals. The contents of Papora aboriginals can be practiced in organizing the social studies curriculum and the teaching of history. The analysis of teaching materials of Formosan Plains Austronesians contributes to the development of school-based social studies curriculum.



Based on the results, several suggestions are proposed for the development of school-based curriculums of Formosan Plains Austronesians. First, when the homeland curriculum materials of Papora are fused with social studies curriculums, a further examination and analysis on the contents are required. While the local gazettes and cultivation history can offer the teaching resources of Papora homeland curriculum materials fused with social studies, the collections of historical materials and research studies on Papora can not be neglected. More emphasis should be put on decoding the ability indicators, arrangements of curriculums and the practices in teaching history. Future research studies may point to expanding the subjects, increasing research questions or combining other research methods.