[ 摘要 ]
本研究針對原住民學生國文科學業成就低落的困境，採用文化回應教學觀點，進行課程改革。本研究的目的為探討（一）文化回應教學對太魯閣族學生國語文能力之影響；（二）文化回應課程對學生的族群意象與族群互動之影響；（三）研究者在文化回應教學行動研究中之專業成長。本研究依據研究的需求針對原住民學生學習的困境、文化回應教學理論與國內文化回應教學相關研究進行文獻探討。研究對象為28名八年級的太魯閣族學生，以附加課程模式將國文科「文化回應教學」納入課程之中，進行22週的行動研究。根據學生生活經驗及原住民文化為基礎的教學設計，廣納多元化課程內容，並運用多樣性的教學策略來符合原住民學生的學習式態，協助學生達到知識和情感增能。研究結果發現：文化回應教學可提升學生的在閱讀、寫作、口語表達等國語文能力表現；而文化回應教學強化學生的族群意象並能改善原漢族群互動；最後，教師藉由文化回應教學歷程充實個人多元文化知能，培養反省思考的能力，達到教師專業能力成長。

[ 英文摘要 ]
The thesis investigated the influence of curriculum reform through culturally responsive teaching on the learning motivations of Chinese language skills among aboriginal students. There were three main goals. First, the thesis explored the effects of culturally responsive teaching on the learning of Chinese language skills among Truku students. Second, the influence of self-ethnic identity and ethnic interaction in the community through culturally responsive curriculum was examined. Third, the thesis assessed the professional development of the researcher from the implementation of culturally responsive teachings. An initial review of the literature that relate to the dilemma of learning in aboriginal students, the theory of culturally responsive teaching and the published literature related to the culturally responsive teaching was conducted. Twenty-eight eighth grade Turku students were recruited over twenty-two weeks through the action research with an additional curriculum of Chinese culturally responsive teaching. The contents of teaching materials included teaching design based on the students’ life experience and aboriginal traditional culture into the framework of multicultural curriculum. In addition, multiple teaching strategies that fitted in with the learning style of aboriginal students were also implemented to improve their language skills. It was found that implementation of additional curriculum of aboriginal literature promoted the capacity to read, write and expression of the aboriginal students. Simultaneously, this additional curriculum enhanced the students’ ethnic reflection and improved the interaction between aboriginals and Han students. Furthermore, the culturally responsive teaching succeeded in the enhancement of the teaching skills of the teachers. Notably, teachers improved in their capacity to teach across the cultures and improved understanding of the students’ point of view. These improvements allow the foster the professional capabilities of the teachers.