[ 摘要 ]

行政院原住民族委員會近十年來已補助各縣市國民中小學設置了多處資源中心及資源教室，近四年更補助已設置資源中心或資源教室的國中小辦理「原住民族教育活動」，其目的便在於傳承族群文化，提升學生對族群文化的理解和認同。本研究以參與觀察、訪談及文件分析等方法進行資料蒐集，探討台東縣延平鄉布農族地區三所國小參與國立台東大學推動的民族教育整合方案時的想法、策略及未來展望。並期望透過整合，提供改善民族教育現況的具體策略。

在民族教育人力資源整合方面，校內教師群族結構及校長任期都會影響學校推展民族教育活動的穩定性，國立台東大學原教中心邀集布農族籍資深教育人員組成布農族民族教育輔導委員會，有助於提升其穩定性。未來展望：提升教師推展民族教育活動的專業能力；納入年輕的布農族籍教師，並建構人力資料庫；推動跨縣市的布農族民族教育人才培訓。

在民族教育活動課程方面，國立台東大學已輔導三所學校共同規劃民國98年至100年之民族教育發展方向，整合原民會「民族教育活動」與教育部「教育優先區發展原住民特色」等資源，促使聯盟各校能從個別學校「發展原住民特色」，提升至從族群區域的角度思考「民族教育」的發展。

在資源教室設備整合方面，國立台東大學已輔導三所學校提出資源中心及教室的設備更新計畫，並於資源中心召開會議，以觀摩並活化資源中心之運用。未來希望能爭取資源教室之運作經費，並善用設備更新經費，以期充分發揮功能。

[ 英文摘要 ]

Council of Indigenous Peoples, Executive Yuan (CIPEY) has subsidized elementary and junior high schools to establish resource centres and resource classrooms for indigenous education for the past decade. In the past four years the Council further subsidized those primary and secondary schools which have already established resource centres and classrooms to implement “indigenous education activities” in order to carry forward the inheritance of the ethic culture and to enhance students’ understanding and identity of the ethic culture. This study based on participant observation, interviews and document analysis is to investigate the objectives, strategies and progress of the participation of the three elementary schools in Bunun Tribe region in Taitung in the Indigenous Education Integration Program, which is organised and promoted by National Taitung Universty (NTU). Through the integration, solutions are expected to discover for the problems of indigenous education.



On the aspect of Human Resource integration for indigenous education, the ethnic structure of school teachers and office term of the Bunun principals are main factors to influence the stability of the implementation of indigenous education activities. To enhance its stability, the senior Bunun principals and teachers in Taitung were recruited to organise the Bunun indigenous Education Association by Indigenous Education Research Centre, NTU. Furthermore, in the future the association could recruit more young Bunun teachers in Taitung, establish the list of human resource for Bunun indigenous education, and cultivate them with capacity of implementing the indigenous education activities and so on.



In addition, on the integration of indigenous education activities among three schools, National Taitung University has already coordinated with three schools to elaborate the mid-term plan of indigenous education for the year 2009 to 2011, with the financial resources for “indigenous education activities” from CIPEY and for “development of the indigenous feature for school” of the “project of education priority areas” from Ministry of Education. In doing so, enable the 3 schools of the alliance not only to develop its own “indigenous feature” but also to further consider the development of the indigenous education for the whole Bunun Tribe region in Taitung.



Last but not least, on the respect of the integration of resource centre and classrooms, Indigenous Education Research Centre, NTU has guided the three schools to draw plan for the renewal of resource centre and classrooms based on the need of implementation of the mid-term plan for the year 2009 to 2011, and to share the plans with each other at the resource centre which is expected to play the role of coordinating indigenous education in Bunun region in Taitung. Certainly, it would be optimal to obtain more subsidies to facilitate the operation of the resource centre and classrooms with the aim of maximising their function.