[ 摘要 ]

中文摘要

本研究的目的在於探討原住民高學業成就者的家庭影響情形，經由家庭教育及原住民教育之相關文獻探討，與高學業成就學童個案及社區取得高學歷者的深入訪談分析，相互印證，除了提供對原住民親子關係與家庭互動的進一步了解，並歸納出原住民家庭如何克服困境之有效機制，以及提供更適用於原住民社區與家庭教育的實務參考。

研究內容主要分為兩部分，第一部分文獻探討，是探討影響原住民學童學業成就的家庭因素，並以社會學相關理論分析，以了解原住民家庭影響學童教育的整個脈絡。第二部分以良好學校適應的典範，針對花蓮縣一德魯固族社區的學童個案、家長以及社區傑出人士為主，以深度訪談為主要的研究方法，分別訪談了四位在校學業表現優良的學童，八位學童的家長以及七位社區中的傑出人士。以分析其在家庭中的經驗，討論其克服困境的機制，及社區、家庭對於個人教育成就的影響。最後歸結出的結果如下：

1.巴拉腦社區中影響高學業成就原住民學童之主要因素如下：面臨現實生活衝擊的部落、社區意識與族群認同的再凝聚、宗教的影響及過程中不斷受衝擊的家庭。

2.影響高學業成就原住民學童之家庭因素如下：

(1)客觀家庭因素：家庭經濟資源不足、重視長子與重男輕女的觀念、家庭經濟資源不佳、家庭兄弟姐妹數多、家庭完整性不佳。

(2)主觀家庭因素：較持「學習目標導向」信念、對子女持較高的期望、 具正確的教養態度及觀念、用心經營的教養方式、及積極參與子女的學習與活動。

依據研究發現所提出的建議如下：

1.給原住民家長的建議：重視家庭生活，提供一個和諧而完整的家庭；多花時間關心子女課業活動；主動參與與學校教師之間的溝通；以鼓勵代替責罰；提供子女正確的教育價值觀；家長本身要不斷地自我成長。

2.給政府的建議：寬列家庭教育的經費，活動的辦理上貼近本地人之特質與需求；提供原住民學生進修管道的完整資訊；獎勵親職教育良好的家庭。

3.給學術研究人員的建議：針對成功與一般的家庭因素進行探討比較；納入其他德魯固社區中的精英進行同步的研究；針對不同地區原住民家庭與社區影響因素進行探討。



[ 英文摘要 ]

Abstract

This study aimed at the factors of family on the aboriginal children’s academic success. To review some earlier research on family life education theory and aboriginal education issues, and analyzing the perspective of children , parents and the outstanding aboriginal community adults and providing the strategic of parent-children interaction.

This thesis consist of two major parts, the first part reviews some earlier research on family education theory and aboriginal education issues, the second parts is that unstructured interviews were used for collecting data. Four academic success children , their parents and the outstanding aboriginal community adults were the informants of this study.

The main finding were as follows:

1.The community factors influence the aboriginal children’s academic success are: the impact on the aboriginal community; renew of community conscious; the effect of religious belief; and the family included.

2.The family factors influence the aboriginal children’s academic success are:

(1)The objective family factors: poor family economic resource, to put male above female and especially think highly of the eldest son, many brothers and sisters have diluted family resource, many family were belong to the broken family.

(2)The subjective family factors: most parents keep academic-oriented belief, keep higher parental expectations on children, to make good arrangement for nurturing children, and held positive attitude on the care of child on education.

Based on these findings, the suggestions were as follows:

1.Suggestions for aboriginal parents: to pay more attention to family life, and offer a harmony and complete family structure to children; Spent more time to care of child on education; held positive attitude on parent-teacher interaction; to encourage children instead of punishing them; to offer children correct concept of education value; incessantly learned how to growth..

2.Suggestions for the authorities of education: to invest more funds on the family education; to held a local style school-community activities; invite parents involve in activities of parent education; offer more information for aboriginal students about getting further education; to encourage the model family.

3.Suggestions for researchers: to compare with factors of family from different kinds of family, included of model and common family; to compare other successful aboriginal elites with different aboriginal community.