" 本研究旨在探討宜蘭縣原住民族地區小學推動原住民民族教育課程之現況。研究方法採問卷調查法，以普查方式調查105學年度宜蘭縣原住民族地區小學教師，總計發放151份問卷，有效樣本共144份，有效樣本率為95.36%。蒐集的資料分別採次數分配、描述性統計等統計方法進行分析。本研究獲致以下結論：
一、宜蘭縣原住民族地區小學推動原住民民族教育課程的目標為認識族群、傳承、認同族群文化，並經由認識、認同自身文化而建立個人的自信心；唯在提升學生競爭力、部落的發展及機會與建立符合原住民族學習環境之目標尚待耕耘
二、宜蘭縣原住民族地區小學推動原住民民族教育課程教材主要是各校自編之學校本位課程(即學校特色課程)，族語教材主要為宜蘭縣自編之泰雅語教材，在師資來源方面多為具相關證照支援教師、部落耆老和學校教師，而課程內容主要為語言和藝術；唯學校在引進教材與師資外部資源方面尚待更多努力，在社會制度、傳統知識的課程內容有待深耕
三、宜蘭縣原住民族地區小學推動原住民民族教育課程教師的教學策略主要是結合社區資源和體驗學習，教學評量則重實作評量及學習單評量；而教師在文化回應教學策略的知能與應用尚待提升
四、宜蘭縣原住民地區小學在大同鄉、南澳鄉，本校、分校、分班推動原住民民族教育課程皆能提升學生自我認同與自信心、部落的發展和學校整體成效；但在提升原住民學生學業成績之成效則有待更多的努力
五、在主管單位的推動下，宜蘭縣原住民族地區小學開始發展原住民民族教育課程，但推動過程遭遇師資缺乏、經費不足、附加式的民族教育課程缺乏延續性、教師專業能力不足和部落與家長配合有待改善之困境，而不同背景變項的教師及其任教學校遭遇之困境也不同，在宜蘭縣原住民族地區小學之分班及服務年資五年以下的教師需要更多協助
六、宜蘭縣原住民族地區小學推動原住民民族教育課程遭遇困境的解決之道為引進耆老或專長教師進行協同教學、國家培育民族教育師資、主管單位給予持續性補助經費、民族教育課程發展為學校正式學科或領域課程與提升教師專業能力及鼓勵家長與部落參與
七、宜蘭縣原住民族地區小學教師普遍認為自己專業能力不足，尤其在語言、傳統知識、社會制度方面；而教育部36小時原住民族文化及多元文化教育課程活動能提升宜蘭縣原住民族地區小學教師推動原住民民族教育課程的教學能力，唯在課程內容與實施方式宜更審慎規劃

The purpose of this research is to explore the promotion of indigenous education curriculum in elementary school in indigenous regions of Yilan county. Questionnaires were sent to 151 teachers and were returned by 144 of the teachers targeted. Through quantitative analysis, the study concluded the following results:
1.The goal of the promotion of indigenous education curriculum in elementary school in indigenous regions of Yilan county is to understand the ethnicity, inheritance, identity and ethnic culture, and through the understanding and recognition of their own culture and the establishment of personal self-confidence.
2.The course materials of the promotion of indigenous education curriculum in elementary school in indigenous regions of Yilan county is mainly school-based curriculum.And teaching material of aboriginal languge mostly base on Tayal textbook which is edited by Yilan county. Teachers in the main with the relevant license to support teachers, tribal teachers and school teachers. The content of the course are mainly about language and art. While, it still needs more effort on introducing external teaching resource.And also in the social system, and of traditional knowledge.
3.The teacher ''s teaching strategy of the promotion of indigenous education curriculum in elementary school in indigenous regions of Yilan county is to combine the community resources, experience learning, and teaching evaluation is the weight of the assessment and learning a single assessment, knowledge and application from teachers about the teaching strategy of cultural respones need to be improved.
4.The promotion of indigenous education curriculum in elementary school in indigenous regions of Yilan county can improve students'' self-identity, self-confidence, tribal development and the overall effectiveness of the school, but the promotion of Aboriginal students’ academic performance still need more efforts.
5.With the promotion from govering agencies, the elementary schools in indigenous regions of Yilan county start to develop the curriculum of indigenous education, but difficulties about shortage of teachers and funding, the additional ethnic educational curriculum is discrete,teachers without enough profession and cooperation from parents in tribe during the process are still unsolved. The difficulties which indigenous education curriculum in elementary school in indigenous regions of Yilan county encounter differ from their background. The branch campuses and teachers who’s working experience is under five years especially need more help.
6.The solution to the difficulties of promoting indigenous education curriculum in elementary school in indigenous regions of Yilan county is to introducing the elderly or teachers to carry out collaborative teaching, the national fostering teachers, the funding support from governing agencies, the development of national education curriculum for the formal subjects or areas of the curriculum, to enhance teachers'' professional ability and encourage parents’ and Tribal’s participation.
7.The teacher of elementary school in indigenous regions generally believe that their professional abilities are not enough, especially in language, traditional knowledge and social system.And the 36 hours activity about curriculum of indigenous culture and cultural diversity from the ministry of Education can enhance the teaching capacity of the teacher of elementary school in indigenous regions of Yilan county to promote indigenous education curriculum.However; the course content and implementation methods should be more prudent planning.

http://handle.ncl.edu.tw/11296/ndltd/82885929790167361840