*中心館藏網址:http://0rz.tw/be56N

[ 摘要 ]
自一九八二年起，宜蘭縣經由歷任縣長一貫的政策領導下，創造出不凡的社區總體營造亮麗的成績，並為宜蘭開創亮麗的美譽，宜蘭縣國民中小學校之校園整體規劃，無論在外觀建築、空間設計或資、教材）等項，以及對本土文化之重視與推動，都成為良好典範。一九六０年代國際間掀起多元文化理論，帶動台灣對多元文化教育的重視，本文將藉由多元文化理論探討校園整體規劃推動社區文化傳承的關係，並以台灣最弱勢的族群－原住民政策為研究對象。
台灣原住民歷經幾個不同政治統治期，受到各種不平等政策對待，導致文化流失，教育落後；隨著台灣解嚴，多元文化教育的實施，給予原住民文教政策新的發展契機。文中，由討論台灣原住民文化教育政策進入公共管理導向的政策執行模式，再由其模式中，探討宜蘭縣原住民文化教育政策，且於宜蘭縣武塔國小個案研究中，發現其政策執行之成果。
武塔國小的設計規劃概念，在宜蘭縣校園整體規劃中有舉足輕重的地位，典型泰雅原住民小學是另一個研究重點，藉由武塔國小特殊的環境背景，探討宜蘭縣政府原住民文教方面的政策，在原住民社區、學校教育與文化傳承間之關係，並對於普遍存在於原住民族中的疑難問題，做一番了解並提出研究發現，期盼粗淺的研究，對原住民教育與文化仍能有少許助益，以作為政府及各界推動對原住民教育文化及權益保障與維護之參考。

[ ABSTRACT ]
Under the Yi-Lan county magistrates who exercised leadership for consistent regulations since 1982, creating the overall extraordinary achievements for communities. The overall school planning for primary and junior high schools in Yi-Lan depend not only on architecture plan, space design or teaching materials but also on the cultural motivation. The multicultural theory which promoted in 1960 was pushed forward the multicultural education for government. This paper investigates the overall campus planning to set into action to community culture continuity by using multicultural theory, basing on aboriginal groups as the research target.
Aboriginal people were governed by several political periods, which lead to culture and education obstacle because of unequal regulations. As the newly multicultural education being set, aboriginal education is going into the newly developing period. In this paper, we investigate the policy-enforcement model to probe Taiwan aboriginal education into public management, investigating aboriginal education policies in Yi-Lan by following the model and the effects of Yi Lan Wu-Ta primary school.
The design plan for Wu-Ta primary school is in the top of whole Yi-Lan’s primary schools. Being the typical Tai-Ya aboriginal school, the main research points are investigating the relationship among the Yi-Lan aboriginal education policies, aboriginal communities, school education and cultural continuity. From the above research, we found the problems for aboriginal groups and their possible solutions. Government and other communities could consult this research for promoting aboriginal education and protecting the aboriginal groups’ authorities.