社會變遷的快速，推波助瀾學校教育改革的腳步。學校教育不能原地踏步，必須有所創新；學校教育必須能掌握社會脈動，才能提供學子隨機應變的能力。因此，教育改革勢在必行。 中央統籌規劃的課程是一套統一的架構，並未考量學生生活經驗、學生成長背景、學生民族身分..，所以，為了改善上述缺失，教育部現今推行的九年一貫國民教育，在課程規劃上，安排一周兩節課的彈性學習時間，提供給各小學彈性運用課程的設計，也就是鼓勵學校妥善運用這兩節課時間，設計規劃適合該校學童學習的課程活動。精神上強調培養學生帶得走的能力、期望學生從此課程學習中找到學習的樂趣，從而喜愛上學、更有自信面對挑戰。課程的內容可以是各學科的補救教學活動；或是結合社區發展、自然生態資源、機關團體的課程設計；還是民族文化相關的課程發展活動…。因此，學校本位課程的推動，彰顯了各學校的發展特色。 不同的民族，有不同的風土民情；語言、習俗上的不同，讓台灣境內各民族有了各自不同的特色。學校本位課程所提供各學校彈性的自主課程設計，造就了原住民小學與漢人小學在課程設計方向上不同的發展。原住民小學發展了與該學校學童民族身分相關的民族文化課程活動，有的是民族語言課程、民族舞蹈活動、原住民合唱社團、還有原住民祭儀活動，以及傳統編織、織布技藝等課程。漢人小學則多是結合社區發展鄉土人文、自然生態，或是與社區機關、社團結合的課程活動。 本論文是以比較分析台灣中部以北地區，八所原漢國民小學所推動的學校本位課程活動，透過訪談、問卷調查，綜合歸納後得到下列點結論： 壹、原住民小學學校本位課程發展傾向於民族文化相關課程。 貳、漢人小學學校本位課程發展多與社區資源相結合。 參、原住民教師比漢人教師關心民族教育。 肆、學生喜愛主題活動式課程。 伍、學校本位課程活動設計打造學校特色。 / Study and Analyze the School-based Curriculum of Aboriginal Schools and General School for the Northern of Taiwan Elementary Schools The modern society changes so fast that it accelerates the revolution in our system of education and the school education system should innovate in order to make progress instead of regression. To provide students with the ability to adapt modern society, which changes all the time, revolution in our educational system is imperative. The central government designed curriculum, a prevailing uniformity of educational skeleton, concerns nothing about the living experience, backgrounds and special racial dignity of the individual, so the Department of Education promotes the nine-year integrated education, an educational frame, in order to correct the flaw that ignores individual characteristics. The nine-year integrated education provides the flexibility in program design by arranging elastic courses two times a week. In other words, the purpose on this special educational frame is that appropriate arrangement for activities and programs which suit students. Moreover, the essence of the nine-year integrated education puts emphasis on the spirit that the individual can see the fun of learning. In additionnine-year integrated education, students love to go to school and act with confidence to face challenges. The ingredients of the program may contain tutorial class or cooperate with community development, nature resources, and public welfare organizations. Therefore, advocating the school-based curriculum makes traits of every single school more obvious. Generally speaking, diverse races have dissimilar cultures which are unique. The variety of historical backgrounds, languages and custom contribute the special feature which belongs to natives in Taiwan. The school-based curriculum which offers flexibility in program design makes the difference in curriculum arrangement between aboriginal elementary school and general elementary school. The aboriginal elementary schools have developed the cultural programs, which include mother language, folk dance, chorus, ritual ceremony and traditional weave skill, relating to their historical background according to the traits that students present. On the other hand, the general elementary schools combine their programs with native humanism, environmental concerns or cooperate with community activities and public welfare organizations. The thesis analysis and compares the school-based curriculum of eight schools which include aboriginal and general elementary schools in north and central Taiwan by interviews, questionnaires and then obtains conclusions represented below. 1. The school-based curriculum of aboriginal elementary school inclines to develop cultural programs. 2. The school-based curriculum of general elementary school chiefly combines with community resources. 3. The aboriginal teachers concern more about national education than other teachers. 4. The students prefer topical subject curriculums. 5. Designing school-based curriculum forms characteristics of schools.

本研究的目的有四項：瞭解宜蘭縣原住民校長推展泰雅民族教育的經營理念;探討推展泰雅民族教育的現況;分析推展泰雅民族教育的困境;根據研究結論提供 具體可行之意見供相關單位參考。期望宜蘭縣原住民校長，依循泰雅族Gaga，建構泰雅民族教育經營模式與體制，以促使原住民族教育自治。 本論文採教育民族誌的方法：包括文獻研究、參與觀察、深度訪談法及焦點團體訪談，進行宜蘭縣泰雅民族教育理論架構與實證資料的田野調查與蒐集。全文除前言和結論外，共有4章，約23萬字。 根據研究結果分析與討論，歸納研究發現，分述如後： 一、《原住民族教育法》通過後，宜蘭縣是對原住民校長遴選是最友善的一個縣 市，自2005年辦理校長遴選，落實執行《原住民族教育法》之規定，目前 縣內原住民1所高中、1所國中、11所國小校長皆由原住民擔任。 二、從民族教育的角度，全盤體檢後發現，即使有全國最高比例的國中小原住民 校長，宜蘭縣泰雅民族教育的現況是殘缺不全的，無法看出一個完整民族教 育的圖像。 三、宜蘭縣原住民校長進一步反思與學習，對自己的族群有高度的認同感，重視 傳統文化的保存與學習，堅持學校或部落必須要推動民族教育。各個都屬於 轉化型的知識份子，《原住民族教育法》賦予泰雅族校長進行民族教育的改 造工程的權利，但是在維繫民族傳統以及現代化教育的連結與接軌的文化復 興教育改造培力過程仍待努力。 四、宜蘭縣在原住民師資面方面：從1946年9月起至2008年止，公費培育國小 師資共145人。而後產生斷層，並至少已有21個流浪老師存在。國幼班師 資中連一位泰雅族籍之教師都沒有。宜蘭縣11所原住民重點國民小學學校 教師平均畢業年齡比一般畢業生多出12.45歲，顯示出原住民新進教師幾乎 沒有進場的機會，這是一個很嚴重與嚴肅的議題，民族師資面臨斷層。 五、在家長參與面：宜蘭縣原住民學校家長對學校推展民族教育的看法，基本上 是支持的。由於大部分的家長社經地位較低，對於參與泰雅民族教育相關活 動不太積極。而社區民間團體協助學校推展民族教育者也較少。 六、在教材研發面：課程設計建構各個學校的民族教育的中心論述，納進部落的 各項資源。原住民族語言教材，大部分採用縣版。 / There are four main purposes of this research: understand the management concept of Indigenous School Principals in Yilan pushing for Tayal cultural education; investigate current Tayal ethnic education and development situation; analyze the difficulties on Tayal ethnic educational development; and, based on the research result, provide relevant organizations and parties with valid and concrete suggestions. In the hope that Indigenous School Principals in Yilan will follow Tayal’s Gaga, construct a solid Tayal educational management system, and result in Indigenous ethnic education self-government. This research follows the methodologies in Educational Ethnography: these include research on literatures、participate in observations、in-depth and focus group interview，as well as field investigation and collection of Yilan Tayal ethnic educational structure and real-case data. Excluding introduction and conclusions, this thesis is split into four parts, with a total of approximately 230,000 words. Based on research results and analysis, the conclusions are as follows: 1. After《Aboriginal Education Act》was approved, Yilan is the most favorable County to Indegenous school principals election。Since principal election officially started in 2005, regulations of 《Aboriginal Education Act》were executed. Currently, there are 1 Senior high school, 1 Junior high school and 11 primary schools in which positions of school principals are taken by Indigenous people. 2. From the angle of ethnic education, looking at the holistic picture, even though Yilan has the highest ratio of indigenous school principals amongst the nation, current Tayal ethnic educational development in Yilan is fragmented, it is hard to establish a complete picture of the clan’s education. 3. The indigenous school principals in Yilan further conduct self-examination and study, highly recognize their clans in which they belong to, persist in traditional cultural’s preservation and learning, insist on the necessity to push for clan’s ethnic education in school and/or tribes. Each of them is transformational intelligent, 《Aboriginal Education Act》has provided Tayal principals the power to reform clan’s education, nevertheless, there are still spaces yet to be improved in the process of cultural revolution connecting clan’s ethnic tradition and modern education. 4. From qualification perspectives: from September 1946 to 2008, there are 145 primary school teachers on government expenses. A gap was formed after this, there were at least 21 teachers been banished. None of the primary and pre-school teachers are from Tayal ethnic group. The average indigenous teachers’ graduation age of the 11 key Indigenous primary school in Yilan is 12.45 years higher than non-indigenous teachers, this indicates that new indigenous teachers hardly have the opportunity to be employed. The qualification gap of the indigenous teachers is a serious and severe issue. 5. In terms of parents’ participation: parents of the indigenous school in Yilan are supportive to the view that school should focuses on indigenous ethnic education development. However, due to the reason that most of the parents have lower social status, they are not active in participating Tayal education related activities and events. Furthermore, there are less community groups willing to assist schools in developing ethnic education. 6. From school resources point of view: Curriculum design build each school discussed national education center, incorporated into the tribe of resources. The teaching materials of Aborigines are mainly adopted the county version.