[ 摘要 ]

本研究從教師的觀點，探討達悟族學生在學校教育中的學習問題與可改善方案。以12名任職於蘭嶼之國中、小學教師為研究對象，各進行1~2次訪談。

研究結論與建議如下：

(一)教師方面

教師流動率高，形成學校教育、行政運作無法永續經營，學生學習無法銜接的困境。新進教師在文化與教育連結敏感度低，缺乏融合當地文化與學生生活經驗的課程轉化能力，學生對於學校課業缺乏學習動機。建議可由提升敎師文化融入與課程轉化能力，改善學生的學習。

(二)家長方面

家長與學校關係較不密切，家長未能瞭解學生的在校學習情形，缺少協助學生學習的能力。建議可強化親師關係，學校協助家長輔導學生學習的能力，改善學生的學習環境。

(三)在課程方面

現行敎科書欠缺文化考量，無法符合學生學習需求。建議課程與教材應與當地生活結合，可促進學生學習之理解；教師若能具備課程轉化及自編教材的能力、能夠瞭解學生的起點行為及學習風格，將有利於學生學習；課程結構若能結合當地自然及人文資源等豐富內涵，讓學生體認自己文化的優勢，建立學生自信心，將可改善學生的學習問題。

[ 英文摘要 ]

This paper inquired the learning problems of Tao students in school education and the relevant improvement program via the perception of teachers. The 12 subjects were selected from the teachers serving in the elementary and junior high schools in Orchid Island (Lanyu), engaging in the interviews for 1-2 times. The conclusion and the suggestions were addressed as below:

1. Teachers

The high transfer rate of teachers led to the disability to sustain the school education and administration and the difficulty in learning articulation of students. New teachers had low sensitivity to the linkage of the culture and education and lacked the competence of curriculum transformation which integrated the local life and school experience, leading to the deficiency of learning motivation of students. Teachers’ competence of cultural integration and curriculum transformation for the students’ learning should be advanced accordingly.

2. Parents

The loose relation of parents and schools resulted in that parents lacked clear understanding of in-school learning situation of students and hereby were able to assist students at home. It was recommended to enhance the parent-teacher relation, to equip the parent with ability to help students at home via school assistance and to improve the learning environment of Tao students.

3. Curriculum

The current textbooks lacked the cultural consideration and did not match the learning needs of students. The curriculum and materials should combine the local life to facilitate the comprehension of learning. Teachers with the ability to transform curriculum and to make the self-edited texts and with understanding of the starting point and learning style of students can help students learn well. The curriculum structure with the integration of the local nature and humanity resources allowing students to recognize the cultural superiority and to build the confidence of students can improve learning problems of students.