[ 摘要 ]

本研究係以台東縣金峰鄉原住民老人參與老人社會大學學習中心與未參與者為主要研究對象，期望能了解山地鄉原住民老人參與學習活動與老人教育需求與內涵，結合文獻資料與實證所得，提出具體建議事項，以供相關單位日後研擬原住民老人教育政策、辦理老人教育教學之參考。

為能達到上述目的，本研究採以參與觀察與深入訪談方式進行，從文獻分析中瞭解原住民老人教育需求內涵和原住民學習形態，對原住民老人教育觀察與進一步探討相關因素。研究期間觀察原住民老人參與活動的情形，而後進行訪談並做記錄。經資料分析與解釋，提出本研究發現如下：

一、山地鄉部落零散造成行政區劃分困難，間接影響社會資源分配不均。

二、原住民社區發展委員會、社區理事長、村辦公室及村長積極推動各項活動與否，深切影響原住民老人參與各項活動的機會。

三、教會是原住民生活重心，希望老師以教會傳教士為佳，也希望老師是村裡的人，且能以原住民母語溝通。

四、原住民老人族群認同與集體主意強，學習重實用。

五、課程安排希望配合其生活形態，並依社區或地方需要而開設。

六、原住民老人參與學習意願高，求知慾強。

七、原住民老人參與各項活動積極，對文化傳承活動更為重視。

八、部落間距離太遠，交流少，對他村的活動較冷漠，最好每一部落都能開辦。

綜合以上結論與分析，本研究提出下列幾項建議：

一、山地鄉「原住民老人」年齡界定標準應比一般地區老人年齡再降低。

二、應積極落實山地鄉原住民親職教育、社會教育，可結合學校、教會等資源介入。

三、原住民語言、風俗和文化之保存應由政府中央層級專職單位做整體規劃。

四、廣設山地鄉老人學習中心安排休閒等活動，協助原住民老人繼續參與學習，減少喝酒機會。

五、對於原住民老人各項福利政策、服務項目應考慮山地鄉當地地理環境之特殊性。

六、積極推展原住民社區總體營造，加強推行終身學習的觀念，鼓勵走出社區接觸多元文化。



[ 英文摘要 ]

The main goal of this research is to realize the geriatric educational status of those geriatric people in indigenous community and to give helpful suggestions on geriatric education policy for government, based on our investigation at the KingFong City in TaiTung County.

To achieve the goal above, this research adopts the methods of investigating when participating and of inquiry to analyze the need of geriatric education and the indigenous learning style. We found some facts as follows:

1. Indigenous communities distribute so wide as to promote the possibility of equally distribution of social resources.

2. The activities promoted by Indigenous Community Development Council, Community Administrator, and Community Official, highly affect the chance for indigenous elder people to participate in learning.

3. Church is an important part of indigenous people’s life. It is better that teachers are also missionaries, live in the same community, and can speak indigenous language.

4. Indigenous geriatric people have a strong sense on community. They learn for use.

5. It is better to design courses to meet the fitness for their life style and to meet the need of the community and locality.

6. Indigenous geriatric people want to learn more.

7. Indigenous geriatric people feel a great interest when participating in various activities, especially cultural activities.

8. Communities distribute so wide as to have a good communication with one another. It is better to design courses for each community.

To sum up, we conclude that:

1. The age of the so-called indigenous geriatric people is recommended to be lower than that of general geriatric people.

2. Enrich the professional education and social education for indigenous people by joining the resources of schools and church.

3. Indigenous language, customs and culture should be promoted by government.

4. Set up learning centers and design various activities for indigenous geriatric people. Reduce the chance of drinking wine.

5. The welfare policy should take into account the specialty of indigenous community environment.

6. Advance the full improvement of the indigenous community. Enforce the realization of full life learning and encourage them to learn various types of culture.