原住民族教育學校本位課程發展歷程之研究─以南投縣高點國中為例

Abstract

本研究以原住民族教育學校本位課程的發展歷程為探究主題，採行動研究法，透過焦點團體訪談與文件分析，聚焦於動態實施歷程的困境突破與問題解決，進而描述學校本位課程發展在原住民重點地區滾動式修正的最佳路徑。本研究之目的在瞭解「原住民族教育學校本位課程」於十二年國教(108課綱)實施之際，對學校整體課程規劃與實施的影響，並從整理「原住民族教育—學校本位課程發展(The School-based Curriculum Development of Indigenous Education)」相關研究，了解原住民族教育學校本位課程實施的有效作法，進而探究影響因素，並在未來提供教育主管機構規畫原住民族教育之參考。本研究所得之結論有：(1) 以中性的系統觀形成發展歷程，透過課程實施及環境系統循環影響整體課程運作(2) 無限廻圈解決問題模式，支持校本課程永續發展。本研究之建議包括「政策支持」、「課程發展」、「教師專業」與「未來研究」四個面向。關鍵字：學校本位課程、原住民族教育課程、原住民族教育學校本位課程

This study examined the development process of the school-based curriculum of Indigenous education, focusing on obstacles and issues encountered during curriculum implementation to demonstrate the optimal path for improvements throughout the course of curriculum development. The study was conducted through action research with focus groups and documentary analysis.The objective of the study was to comprehend the impact of the school-based curriculum of Indigenous education on overall curriculum planning and implementation, and to determine the methods and influencing factors for an effective introduction of the school-based curriculum of Indigenous education to provide references for future planning of Indigenous Education.

Some conclusions are drawn from the research: (1) The development process with a neutral systematic approach impacts the whole curriculum operation through the curriculum implementation and the environment circle system; (2) The Infinity Loop Problem Solving Mode will support the sustainable development of the school-based curriculum.The recommendations of this study include four aspects: "policy support", "curriculum development", "teacher profession" and "future research".

Key Words: School-based curriculum, The curriculum of indigenous education, The school-based curriculum of indigenous education