[ 摘要 ]

本研究採用問卷調查法，以改編之「都市原住民學童校園人權覺知與族群認同調查」問卷作為資料蒐集的工具，旨在探討高雄市國民小學四、五、六年級原住民學童之校園人權覺知與族群認同的現況，並分析不同個人背景變項學童對校園人權與族群認同覺知之差異性，以及校園人權覺知與族群認同的相關性。其研究母群體為高雄市立國小四、五、六年級原住民學童，依學校所在行政區，抽取45所學校，計475位原住民學童進行施測，問卷回收後，共得有效樣本237份。根據受試學生填答結果，以描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關及多元迴歸分析等統計方法，進行資料處理分析。

主要研究發現如下：

1.都市原住民學童校園人權覺知與族群認同的現況反應屬於中高程度。

2.不同背景原住民學童在校園人權覺知的表現為：阿美族學童的校園人權覺知高於其他族群學童。中社經地位學童顯著高於低社經地位學童。

3.不同背景原住民學童在族群認同的表現為：四年級學童的族群認同優於五年級學童。小港區及前鎮區的學童在族群認同上有較佳表現。居住都市「未滿一年」的學童有較正向積極的族群認同。中社經地位學童優於高社經地位及低社經地位學童。

4.都市原住民學童對族群認同愈高，愈能覺知校園人權。

5.不同背景變項與族群認同對校園人權覺知具有聯合預測力；「族群歸屬感」、「族群身份自我認同」、「族群行為」、「族群態度」、「人際互動」可預測校園人權覺知。

最後，根據研究發現及結論提出各項建議，供主管教育行政機關、國小學校行政、國小教師以及未來研究之參考。

[ 英文摘要 ]

The research is designed by a quantitative method, which is arranged by a questionnaire named “Urban Aborigine Students’ On-campus Human Rights Awareness and the Ethnic Identities Questionnaire”, in addition to have a general picture of the forth, fifth, and sixth grade urban Aborigine students’ current awareness conditions, also to analyze the difference in on-campus human rights awareness and the ethnic identities between the student groups with different background variables as well as the correlations between on-campus human rights and the ethnic identities. The data base would be the forth, fifth, and sixth grade urban aborigine students in Kaohsiung city. According to the different locations of elementary schools, 45 schools were selected, including 475 students (237 valid). The analysis method includes descriptive statistics method, T- test, one way ANOVA, Pearson’s product-moment and multiple-regression-analysis.

The findings of the research are：

Ⅰ. The contemporary situation of on-campus human rights awareness and the ethnic identities of urban aborigine students is mid-high level.

Ⅱ. According to different backgrounds, the students’ performances in on-campus human rights awareness are followings：

1. Ami aborigine students get higher score than other ethnic group students.2. Students from “average socio-economic status” demonstrate far higher awareness of on-campus human rights than students from “lower socio-economic status”.

Ⅲ. According to different backgrounds, the students’ performances in the ethnic identities are followings：1. Forth grade students get higher score than fifth grade students.2. Students in Hsiaokang District and Cianjhen District have better performances in the ethnic identities.3. Students who live in urban area less than one year show higher ethnic identities.4. Students from “average socio-economic status” demonstrate higher ethnic identities than students from “lower socio-economic status” and students from “higher socio-economic status”.

Ⅳ. Students of higher ethnic identities are better to aware their own on-campus human rights.

Ⅴ. The background variables and ethnic identities of urban aborigine students have predictive power for on-campus human rights awareness. “ethnic sense of belonging” 、 “ethnic self-identification”、 “ethnic behavior”、 “ethnic attitude”、 “human relate aesthesis” can predict students’ on-campus human rights awareness.

Finally, the study presents several suggestions to the research findings and conclusions in order to serve as reference for the pertinent educational administrative agencies, primary school administration, primary school teachers and any researcher interested in further study of the same or related theme.