新北市高中原住民藝能班推動民族教育之個案研究

Abstract

本研究以新北市都會區志林高中原住民藝能班為研究對象，探討對於都會區原住民學生，如何推動民族教育。研究目的為：探討原住民藝能班推動民族教育之實施現況；瞭解原住民藝能班推動民族教育之效益、過程遭遇之困境及解決方法，最後探討原住民藝能班民族教育實施後對提升高等教育受教率之效益。本研究為個案研究，研究資料蒐集的方式包括文獻分析、深度訪談以及焦點座談。研究結果發現實施民族教育可強化學生民族意識，同時增強民族自信心，而民族意識有助於提升學生高等教育就學意願；此外，針對一般人的原住民族教育可改變對原住民族之刻板印象。在實施民族教育的困境包括：師資來源不穩、文化傳承堪憂；經費支用限制多、不符實際需求；教師專業訓練不足，教學資源獲得不易。在普通高中原住民學生升學輔導方面發現，升學資訊平台資訊不夠齊全，而民族教育的成果有利於多元管道入學。根據研究結果，研究者提出以下建議：民族教育應以回歸傳統的課程輔以文化回應式教學，並擴大原住民族教育對象，多面向推廣原住民族教育，以化解一般人對原住民族的刻板印象及偏見，達到族群主流化之目的；應多元管道培育原住民族師資，同時建立師資人才庫，以利學校聘請專業師資，並應發展教師專業社群，建置教學資源平台，使民族教育師資專業化；在補助經費方面，應彈性放寬經費支用，以利學校更靈活運用；在升學方面，應建置升學資訊平台，以利原住民學生獲取完整升學資訊，提升原住民高等教育就學率。This study was conducted to investigate how to promote ethnic education for indigenous students in Chihlin High School in New Taipei City. This study is a case study, and the data collection methods include literature analysis, in-depth interviews, and focus group discussions. The objectives of the study were to examine the current status of the implementation of ethnic education in indigenous arts classes, to understand the benefits of ethnic education in aboriginal arts classes, the difficulties encountered in the process, and the solutions, and finally to explore the benefits of the implementation of ethnic education in aboriginal arts classes in increasing higher education participation rates.The results of the study revealed that the implementation of ethnic education can strengthen students' ethnic awareness and national self-confidence; ethnic awareness can help increase students' willingness to attend higher education. In addition, indigenous ethnic education for ordinary people can change the stereotype of indigenous peoples. Difficulties in the implementation of ethnic education include: unstable sources of teachers, worrying about cultural inheritance; too many restrictions on expenditures and inconsistent with actual needs; insufficient professional training of teachers anddifficulty in obtaining teaching resources. In terms of counseling for indigenous students in ordinary high schools, it is found that the information platform for further education is not complete, and the achievements of ethnic education are conducive to multiple channels for admission.Based on the results of the research, the researcher proposed the following recommendations： Ethnic education should be supplemented with culturally responsive teaching, and the target audience of indigenous education should be expanded to promote indigenous education in multiple directions, so as to resolve the stereotypes and prejudices of indigenous people; diversified channels should be used to cultivate indigenous teachers, and at the same time, a teacher talent pool should be established to facilitate schools to hire professional teachers. Teachers should develop professional communities and establish a teaching resource platform to facilitate Professionalization of teachers for ethnic education; in terms of subsidies, the expenditure of funds should be flexibly relaxed to facilitate more flexible use of schools; in terms of further education, a platform for further education should be established to facilitate indigenous students to obtain complete education information, and to increase the higher education of indigenous enrollment rate.