劉美慧周惠民楊荏棉2019-08-282016-8-292019-08-282011http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0698000208%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/90217本研究旨在探討適用新制升學優待政策之原住民高中生的學習經驗與族群認同情形，並瞭解其對新制升學優待政策的觀點。本研究以台灣北部地區高中與高職且適用新制升學優待政策的一年級原住民學生為研究參與者，共計20位，透過深入訪談，瞭解其教育經驗、對新制升學優待政策之觀點以及其族群認同。 研究結果發現： 一、新制原住民升學優待政策影響都市原住民高中生同儕互動與家庭期望 二、都市原住民高中生認為新制升學優待政策仍有改善之空間 三、新制升學優待政策影響原住民學生學習族語意願與族群自我認定 四、原住民學生的教育經驗當中以「原住民學生的經驗課程」、「家庭期望」、 「同儕互動」影響都市原住民學生的族群認同最深 根據上述結論，本研究提出以下建議： 一、學校應採取多元文化的觀點，並且兼顧主流文化與弱勢文化的需要 二、消弭原住民學生與同儕之間的族群偏見 三、建立族語學習的友善環境 四、健全原住民族語與文化的學習評量機制 五、新制升學優待政策的錄取比率與加分比例應彈性化This study aims to investigate and analyze the new preferential policy for school admission of urban indigenous senior high school students in which includes educational experiences and the ethnic identity. Twenty participants of first grade indigenous students eligible for the policy from senior high schools and vocational senior high school in northern Taiwan were selected. This study applied in-depth interview to collect the information of personal experience about education, new preferential policy and ethnic identity for further analysis. Major findings of the study are as follows: 1. The preferential policy had an influenced on urban indigenous senior high school students' peer interaction and the parents’ expectations of education. 2. The urban indigenous senior high school students indicated that the preferential policy could be improved. 3. The preferential policy had an influenced on urban indigenous senior high school students' ethnic identification and motivation in learning their native language. 4. Of all aspects of their educational experience, the formal curriculum, informal curriculum, family expectations and peer interaction exerted the most influence on urban indigenous senior high school students' ethnic identification. Based on the findings above, the suggestions are as follows: 1. The curriculum should adopt multicultural perspectives and give consideration to the needs of both dominated groups and minority groups. 2. Schools should seek to eliminate the ethnic bias between the urban indigenous students and their peers. 3. Schools should create a more conducive environment for the learning of native languages. 4. A sound system of assessment for native languages should be established. 5. The additional percentage score adding and the extra admission ratio of indigenous students under the new preferential policy should be more flexible.原住民高中生新制升學優待政策族群認同教育經驗rban indigenous senior high school studentsnew preferential policyethnic identityeducational experiences