[ 摘要 ]

本研究旨在透過對台灣原住民學校及其所屬的社區的「族群認同」之分析，來瞭解學校課程與社區族群認同的關係，並以桃園縣一所原住民學校為例，探究其學校自主課程之發展歷程，並詮釋其中蘊含之文化意義。本研究採用個案研究法，利用訪談、文件分析及團體焦點訪談等方法來蒐集充分的現場資料，以進行研究分析。本研究的主要目的為：（一）、分析原住民學校藉由「學校自主」的課程權力下放，所建構「族群認同」課程計畫的內容。（二）、探討原住民學校學生實施「學校自主」課程後，在「族群認同」的反應。（三）、探討原住民學校實施「學校自主」課程後，社區的參與與認同程度。

根據研究的發現與討論，本研究主要的結論如下：

一、原住民學校透過對學校情境的文化分析，建立課程發展的基因庫。

二、原住民學校透過族群使命、學校自主及在地的族群文化內涵來進行課程的發展。

三、原住民學校以情境方式來整合與組織「族群認同」的課程計畫。

四、「族群態度與行為」的認同課程主要是透過族群文化的課程內涵，來建立原住民學童對自我族群與其他族群的正向態度。

最後，本研究基於以上結論，提出以下建議：

一、擬定原住民學校學生的族群認同的課程目標，建立一套屬於原住民學校的能力指標。

二、在教育行政當局方面，應下放權力並擬定改革的配套措施，改善整體環境。

三、未來原住民學校在實施「族群身分認同」的課程規劃時，必須考慮現實與傳統文化的觀點。

四、未來原住民學校在實施「族群認同」的教學時，必須考慮師資培育來源的在地化與文化的內涵。

五、對原住民學校而言，未來在規劃族群認同課程時，要先萃取原住民文化的精華，才能提供學校發展自主課程的足夠能量。



[ 英文摘要 ]

The major purpose of this study is to understand the relationship between the curriculum and community identity by analyzing aboriginal schools and the communities they belong to. Using an aboriginal school as an example, the study explores the forming process of autonomous development of school curriculum, and interprets its cultural significance. The research is conducted with case study approach. The researcher uses interviews, document analysis and focus group interviews to collect materials being analyzed. The main objectives of this study includes: (1) analyzing the ethnic identity curriculum constructed by the empowering of school autonomous curriculum (2) exploring how students in the aboriginal school change their ethnic identity after the autonomous curriculum has been practiced (3) exploring to what extent the community gets involved and approving after the autonomous curriculum has been practiced

According to this study, the results are as follows:

1. The aboriginal school establishes a material pool for autonomous curriculum development by analyzing the school''''s cultural context.

2. The aboriginal school develops its curriculum by comprehending the ethnic mission, school autonomy and local ethnic culture.

3. The aboriginal school integrates and organizes the curriculum plans in context.

4. Using the "ethnic attitudes and behaviors" program, the school help students develop the positive attitudes towards their own ethnic and the others by offering them curriculum connoting ethnic cultures.

Finally, based on the above results, the researcher would like to give out the following:

1.Formulate the objective of the ethnic identity curriculum for the students in aboriginal schools, and establish a set of ability guidelines that are applicable to aboriginal schools.

2.The educational authority should empower the schools and make up the interrelated measures as well. It also needs to improve the entire environment.

3.Those aboriginal schools that are going to carry out ethnic identity curriculum should take both the real situation and traditional cultures into consideration.

4.Those aboriginal schools that are going to carrying out ethnic identity teaching should consider the localization of teacher educating and the connotation of their cultures.

5.Aboriginal schools should extract the prime of their cultures to provide enough energy to develop the autonomous curriculum.