[ 摘要 ]

過去學校與社區的關係，一直存在著一條鴻溝，學校幾乎不參與社區的活動。而隨著時代的改變，政府也意識到了學校與社區互動的重要性，因此在一連串的政策執行及改革後，學校與社區開始走入「學校社區化」、「社區學校化」。

本研究以台東縣新興國小，及其學區－新興社區和北里社區為研究範圍。該校學生99％為原住民，新興社區居民99％為原住民，而北里社區居民也有35％的原住民。研究者選擇該學校及社區，並且利用質性研究之方法進行深入訪談，探討學校教育與社區發展之關係，該校與社區的互動關係，可說是台東縣內的典範之一。本研究區分為二個時期：第一個時期，民國86年鄭漢文校長來以前；第二個時期民國86年鄭漢文校長上任至現在；第二個時期又區分為二階段，第一個階段為「校園我的家」計畫；第二階段為永續文化產業「布工坊」。這兩個階段是學校與社區互動及營造的分界點。

根據研究結果顯示，新興國小現任校長是影響該學校與社區發展的關鍵人物。現任校長來了以後，接了文建會一個校園計畫為「校園我的家」，成果豐碩。往後推行的各種計畫也相當成功，因為校長採用的方式為，全校師生及社區居民一起參與建設及教學。

民國92年，現任校長發現，原住民社區的經濟及文化不斷的流失，但他也發現原住民婦女的勾織及刺繡，可以好好的利用。後來推行「布工坊」，將傳統產業與現代居家生活用品結合，再將產品賣出。目前「布工坊」的市場已經進軍到台北，並且有知名飯店與其合作。校長也說出了他下個目標是：將新興國小「布工坊」的產品，帶到美國紐約參展。

政府推行的政策，往往也會有經費的挹注。如果學校在政策與經費支持下，願意用心與社區互動，新興國小的例子將會在台灣各地出現。新興國小目前也在培育接棒人才，因為現任校長認為學校與社區的互動，以及永續發展要走的長遠，就需要不斷的培育新人才，才不會領導者走以後，學校與社區的互動就停止了。

[ 英文摘要 ]

A wide gap between school and community has been existed for a long time, school hardly participated in the activity of the community and vice versa. With the changes of time, the government realized that it is important for the schools to interact with community. After a series of polices and reforms, schools and communities began to interact with each other, terms such as “school community” and “community school” became interchangeable.

The research area of this study is Xin-Xing elementary school and it’s school districts－Xin Xing Community and Bei Li Community. 99% of students of this school are the aboriginal, 99% of residents of Xin-Xing community is the aboriginal, and 35% of the community residents in the Bei Li is also aboriginals. The researcher chooses this school and community and utilizes the qualitative method to explore the relation between the school education and development community. The interdynamic between school and community, can be regarded as one of the models in Taitung county. This research is divided into two periods: The first period is before principle Zheng HanWen came to Xin-Xing; the second period is from the Zheng HanWen took up an official post in 1997 until now; The second period also divides into two stages , the first stage makes the plan of “The campus is my home”, a commurufy based cultural industury project.The second stage is about “ workshop for clothing”. These two stages are the demarcation of interactions and construction between the school and the community.

The resultsof this study show that the principel of Xin-Xing school is a key personage who influences school and community development. Principle Zheng Come to Xin-Xing and , he implemented a project entitled “my home of the campus” from Council for Cultural Affairs and achieved the goal successfully. Various kinds of projects are also successfully implemented , because the way that the principle effectively involved not only teacles and students,but also conmunify membes.

In 2003 principle Zheng noticed the shrinking economy and the declining of the local culture of this aboriginal community. He found that the knits and embroiders Manufacture by aboriginal women can be utilized to address the above issues. Combining traditional industry with commodity to meet everyday needs. The product of this workshop has teen sold to Taipei and plan to hold an exhibition oversea.

To conclude ,if the school is willing to work with the community, the development of a sustainable community-based cultural industy is not impossible. Of course,a stiong leadeiship that can effectively promote the interaction between the school and community is very important.