[ 摘要 ]

本研究旨在瞭解一所太魯閣族小學文化課程發展的情形，研究目的有二：一、瞭解太魯閣族小學文化課程發展的過程。二、瞭解太魯閣族小學的文化課程如何被詮釋與理解。本研究以一個班級十一位學生、八位教師及三位校長為研究參與者，透過教育民族誌的方式，以參與觀察與深度訪談進行問題的瞭解。本研究獲致的結果如下：

在文化課程發展方面，本研究發現，馬澳國小的教師擁有課程決定權，而且在實施歷程中對文化課程會不斷的進行調整與修正。在附加式文化課程時期，教師重視協同，但是會造成學生彼此等待而使課程產生重複或時間不足的現象。在融入式時期，因為擠壓正式課程而挪出時間實施文化課程，也形成了假象式的融入式文化課程。

在運作課程方面，文化認同是文化課程重要議題。不同族群的教師會激盪出詮釋文化課程不同的方法，也讓學生的學習面向更多元。然而，教師在過多的活動和比賽的工作壓力下，對課程的準備會顯得心有餘而力 不足。

在經驗課程方面，文化課程雖然提升了學生的學習興趣，但是必須評估學生的學科成就是否有降低的情形。雖然反覆練習所帶來的「成就感」讓學生產生學習興趣，但是課程沒有更高層次的提升，會讓學生誤以為自己已經學會全部，而落入停止學習的險境。最後，學校文化和學生生活經驗斷裂，也會使學生產生認知上的衝突。

針對以上結論，本研究提出以下建議：文化課程的發展可以透過「情境模式」對學校和外在環境進行分析，以作為課程發展的基礎。培養學生具備跨文化能力是文化課程可以努力的方向。原住民學校的教師必須具備該文化的知能，而教師的課程設計能力也需時時的更新與充實。

[ 英文摘要 ]

This study aimed at exploring the cultural curriculum development of a Truku primary school. The purposes of the study were to investigate the implementation of the cultural curriculum and how the cultural curriculum was interpreted and conceived by teachers and students. A class of 11 students, eight teachers and three principals were invited as the participants. This study applied ethnography which using participant observation, in-depth interview and document analysis to collect data. The following findings emerged from this study:

In the cultural curriculum development, this study found that teachers of Ma-ao primary school were authorized to select the curriculum content and the cultural curriculum was constantly modified during curriculum implementation. In the additive curriculum period, teachers put much emphasis on cooperation, but make students wait and resulted in a redundant curriculum and constricted class schedule. In the integrated curriculum period, an unreal cultural-integrated curriculum was found because the formal curriculum was allotted to cultural curriculum

In the curriculum implementation, culture recognition was a main topic and teachers’ overloaded work pressure led to an oblivious course preparation. Teachers of different ethnic backgrounds developed with varied ways of instructing and interpreting the cultural curriculum and provide schoolchildren with multicultural learning.

In the experienced curriculum, cultural curriculum elevated students’ learning motivation, but need to evaluate whether their academic achievement was declined or not. Although accomplishment via the repetitive practices promoted students learning interests, without further advanced curriculum, students falsely though they acquire all the knowledge and easily ceased the learning. Finally, school culture was disconnected from students’ life experience and resulted in cognitive struggles.

According to the findings, this study offers the following suggestions: The cultural curriculum development should base on the context of school cultural analyzed through situation model. Furthermore, the students should develop cross cultural ability. And the teachers should develop the understanding of the target culture and the ability of curriculum design.