依類型 族群 主題   
 
 
2016.06.30
原住民民族教育課程實施困境及其改善策略之個案研究:以一所阿美族原住民小學 為例
族群: 阿美族   
主題: 族群教育、學術研究  
作者 許寶玉
學校系所 國立東華大學教育行政與管理學系
地點 全臺 全部  
研究內容

"近年來由於後現代哲學思潮興起,在教育領域也掀起一股浪潮,課程的改革因應而生,對於少數族群的文化也開始關注與投入。然而長期以來,原住民接受以漢文化為主流的教育,對其族群文化的瞭解已出現傳承的危機,這是值得省思的問題。因此,本研究想要探討個案小學原住民族課程實施困境之改善策略,以及產出建議表作為往後原民族課程實施之參考。本研究採用文獻分析、焦點團體與層級分析等多元研究方法,透過文獻蒐集與分析,整理出原住民族課程實施困境與改善策略各十項,編製「原住民族課程實施困境及其改善策略層級分析問卷」,再以層級分析軟體Expert Choice 11.5進行分析與焦點團體座談。本研究結論如下:1.「可有可無的邊緣化民族教育課程」實施困境,是個案學校最需優先解決的問題(15.7%);2.「充分授權與經費支持,訂定民族教育課程範圍」為最適合個案學校採用的實施困境改善策略(20.8%),而不同困境可採不同策略來改善,其中「師資的在地文化知能不足」、「高估教師專業知能」的困境出現時,宜採「提出部落公約」、「鼓勵進修」兩策略來加以改善;3. 透過層級分析可協助個案學校選出最有利於解決困境之改善策略,並可藉焦點團體座談以取得共識並檢討修正分析歷程。本研究也提出建議供其他學校做為推動原住民族課程時之參考。

The rise of the postmodern philosophical trend in recent years has set off a wave in the field of education. The curriculum reform, in response, started to bring awareness and investments into minorities’ cultures. However, aboriginals have been receiving the Han Chinese mainstream education for a long time. Their understanding of their own culture faces a heritage crisis worth paying attention to. Hence the purposes of this study are to understand the difficulties of carrying out the Indigenous education (IE) of the school , find out Improvement Strategies to resolve these difficulties and give advice as reference for future IE programs. ). Adopting literature analysis, through focus group and analytic hierarchy process (AHP), ten strategies on IE problems that the school is currently facing along with ways to improve have been made a semi-structured questionnaire to gather information. Expert Choice 11.5 has been utilized to analyze the data collected from the questionnaire. A conference held by focus group members, consensus on the improvement methods was obtained via discussions and corrections. The conclusions of this research are: 1 Marginalization of minorities culture is the most challenge issue the school is facing (15.75%). 2. “Grant the school full authorization and sufficient fund” is the best strategy to support the school (20.8%), adopting different strategies for each different issues. Examples like lack of local cultures for some local teachers, over-estimate teachers’ professional knowledge and ability, it is better to propose tribal meeting and encourage teachers for further education to resolve these two issues. 3. The best improvement strategy of solving these issues for the school can be found through AHP, consensus on the improvement methods can be obtained through the conference held by focus group members. This study also give advice for promotion on aboriginal culture education of other schools in the future as reference.

http://handle.ncl.edu.tw/11296/ndltd/30462926724148168222