[ 摘要 ]

本研究旨在探討泰雅族國小學童認知式態的表現形式，與泰雅族的社區文化特質對其認知式態形成的影響。

本研究以桃園縣復興鄉彩虹村水蜜桃國小（化名）二年級泰雅族學童作為研究對象，輔以校長、主任、校護、住校生輔導員、教師、家長和社區人士等報導人之深度訪談，採用質化研究的方法，運用參與觀察、深度訪談、文件分析等方式蒐集相關研究資料，進行分析、歸納與探討，以了解泰雅族國小學童所體現的認知式態及其與彩虹村社區文化之間的關聯。

本研究之結論如下：

一、彩虹村泰雅族的社區文化特質：（一）gaga組織的力量和對於utux的崇敬依然存在（二）社區發展安定靜止，居民生活欲振乏力（三）親子關係疏離無奈，親職力量薄弱。

二、泰雅族國小學童的認知式態有：（一）體現生活經驗，單純而直接的覺知（二）運用事物間的關連性，賦予事物不同的詮釋（三）偏好具體、感官的動態學習，抽象理解較困難（四）衝動熱情、不喜競爭的保守性格。

三、泰雅族國小學童的認知式態所蘊含之教育意涵：（一）以生活經驗為例，讓學習更生活化（二）靈活運用不同的教學方法，提高其學習成效（三）藉由培養閱讀力，增加其抽象理解的學習經驗（四）包容其不同的認知式態所呈現的非標準答案（五）從生活關懷開始，時時提醒其凡事要慎思而行（六）強調其獨特性與自主性，培養其自信心。

四、影響泰雅族國小學童認知式態之社區文化因素：（一）仰賴生活經驗的山林生活（二）泛靈論的生活信仰（三）重視群性的社會結構（四）沒有文字的文化傳承（五）安定靜止的社區發展（六）穩定保守的學校氛圍（七）疏離無奈的家庭教養。

最後根據上述之研究結論提出建議，提供原住民地區教師、原住民教育主管機關以及未來相關研究作為參考。

[ 英文摘要 ]

This study aimed to probe into the expression forms of Atayal elementary school children’s cognitive styles and the influences of their community culture.

In this study, 2nd grader Atayal students in Peach Elementary School (alias) in Rainbow Tribe (alias), Fusing Township, Taoyuan County, were selected as subjects. Besides, an in-depth interview was conducted on the principal, director, school nurse, guide for resident students, teacher, parents, and community residents. This was a qualitative study, using participant observation, in-depth interview, and document analysis to collect relevant data. The data were dissected, induced, and examined to understand Atayal elementary school children’s cognitive styles and their relations with the culture of Rainbow community.

The results were concluded as follows:

1. The cultural characteristics of the Atayal Rainbow Tribe were: 1) the power of gaga organization and respect for utux are still existent; 2) stable but stagnant community development has led the residents’ life to poverty; 3) alienated parent-child relationship cannot be fixed and the parenting power is weak.

2. Atayal elementary school children’s cognitive styles included: 1) having simple and straightforward awareness that reflects their life experiences; 2) using associations to define various things; 3) being fond of concrete and sensory dynamic learning, but more troubled with metaphysical understanding; 4) having a conservative personality that is impulsive, passionate, and not fond of competitions.

3. The educational implications of Atayal elementary school children’s cognitive styles were: 1) taking life experiences as an example and making learning closer to daily life; 2) flexibly adopting different teaching methods to better their learning effectiveness; 3) enriching metaphysical understanding experiences by training their reading ability; 4) tolerating non-standard answers from different cognitive styles; 5) starting from daily life concerns and reminding them to speak and act cautiously; and 6) highlighting individualism and independence to cultivate their confidence.

4. The community culture factors that influenced the children’s cognitive styles involved: 1) life in mountains where life experiences are vital; 2) animism as the religious belief; 3) a social structure that values grouping; 4) a culture passed on with no text; 5) stable but stagnant community development; 6) campuses with a stable and conservative atmosphere; 7) alienated and helpless family education.

Finally, based on the above conclusions, suggestions were proposed as a reference for teachers in aboriginal communities, authorities in charge of aboriginal education, and future research.