[ 摘要 ]

台東阿美族地區國小原住民族教育

活動課程發展之個案研究



摘要

本研究以台東縣東海岸阿美族地區小馬國小為個案對象，了解原住民族教育法1998年公佈施行之後，台東縣阿美族地區原住民族教育活動課程的實施現況。本研究以半結構式訪談、參與觀察與文件分析進行資料的蒐集。本研究發現：

（一）個案學校的民族教育活動發展背景：前任阿美族籍黃校長時期(1995年-2000年)適逢國小實施「鄉土教育活動」，積極引進部落支援教師，推展在地阿美族傳統歌舞與技藝，同時以教育部「教育優先區」經費創設「阿美族鄉土教育資源中心」，推展文化傳承與研究；前任卑南族籍陸校長時期(2000年-2004年)適逢九年一貫課程正式實施，持續以阿美族文化做為學校本位課程的重心，提升學童之族群認同，同時向原民會爭取「民族教育資源教室」之經費，擴充鄉土教育資源中心。

（二）民族教育活動課程發展的現況是由行政人員進行課程決定，推展三項計畫：以「2688新世代卓越計畫」聘用支援教師，將阿美族歌舞與打擊樂融入藝術與人文領域的正式課程中，實施上較為穩定；「教育優先區計畫之發展原住民特色」與「民族教育活動計畫」則以外加式課程的方式，利用平日放學後與週日進行雕刻與編織等教學，但實施上較不穩定。

（三）在困境方面，包括附加式的民族教育活動課程缺乏延續性；校內缺乏原住民籍教師；提昇學力政策的衝擊；相關計畫的排擠效應；專案經費核定缺乏穩定性等。展望未來，傳統技藝課程應能有進階性規畫，並可透過資訊科技保存文物及行銷學童作品，進而將民族教育活動課程結合當地觀光旅遊之發展。本研究最後針對個案學校提出建議，期望有利於民族教育活動課程之穩健發展。



關鍵詞：原住民族教育、阿美族、多元文化教育、學校課程發展

[ 英文摘要 ]

A Case Study on Curriculum Development for Indigenous Education at an Elementary School

in Ami Tribe Region in Taitung



Abstract

This study, having Xiao-Ma elementary school located at east coast as case study subject, try to understand the curriculum development of indigenous education in Ami region in Taitung county after the “Indigenous Education Act” was promulgated in 1998. Through semi-structural interviews, participant observations and documents analysis, this study finds that:

Firstly, the background of indigenous education development in the school: During the administration of former principal (1995-2000), Mr. Huang who was an Ami indigenous people himself, "Activities for Native Place Study" came into effect. He actively introduced tribe assistant teachers into the school, established "Resource Center for Native Place Study of Ami Tribe" with the budget from the project of EPA (Educational Priority Area) by the Ministry of Education, and promoted traditional Ami art, song, dance to preserve tribal culture; At the administration of principal Lu (2000-2004) , a Puyuma indigenous people, another policy "Curriculum Guidelines for Elementary and Junior High Schools" came into operation. Principal Lu continuously kept Ami culture the center of school-based curriculum, promoted the ethnicity identification of students, and applied to the Council of Indigenous Peoples, Executive Yuan for the budget of "Resource Classroom for Indigenous Education" to expend the "Resource Center for Native Place Study of Ami Tribe".

Secondly, current decision making of curriculum development was carried on by administrative staff and three program was promoted: "2688 Excellence for New Generations Project" which was more regularly carried on recruited assistant teachers to integrate Ami song, dance and percussion music into the formal curriculum of “art and culture”; The other two, "Indigenous Special Features Development for School, Project of EPA" and "Indigenous Education Activities", were carried on as additional curriculum teaching carvings and argyle after school or on Sunday. Thus, were not so regular.

Finally, the difficulties of indigenous education includes: Impact from the policy of enhancing academic subject performance, crowding out of other related projects, most of all, the lack of continuity about additional curriculum, numbers of aboriginal teachers at school and amount of budget. Prospectively, indigenous education should have a better formulating curriculum. Computer technology should be used to preserve the period piece and to market school-children’s art work. The curriculum development should connect to the local tourism. At last this research address suggestions to the school, hope to be advantageous to the development of indigenous education.



Keywords: indigenous education, multicultural education, Ami tribe, school-based curriculum development