The aborigines were an indispensable element composed of Taiwan¡¦s diverse society. They also represented the crucial cultural features in the development of Taiwan¡¦s civilization. Based on the mechanism of ¡§New Partner Relationship,¡¨ the government has aimed to promote the aborigine-oriented policy and encouraged the sustainable development of aboriginal tribes since the political party rotation. The government announced the implementation of Basic Law for Native Peoples to retrieve aboriginal languages and cultural education, promote the scheme of the sustainable development of aboriginal tribes, enhance the progress and development of the aboriginal societies, and reposition aborigines¡¦ role and status in Taiwan¡¦s society.
While the researcher served as the principal in Sandi Elementary School, in order to follow the government¡¦s policy and reach the expectation of the aboriginal groups, the researcher integrated Nine-Year-Integrated Curriculum and applied multiple methods to promote aboriginal school-based curriculum; In this way, the researcher hoped to help aborigines appreciate the culture from learning and to inspire their affections. It also hoped to reach the goal of aborigines¡¦ self-recognition and self-affirmation.
Although the aboriginal education had been improved by lots of policies, it could not be comprehensively administered at schools to fulfill effective performance. The present study was based on the processes and effects of the promotion in Sandi Elementary School and adopted the literature review to search for appropriate strategies for promoting the aboriginal school-based curriculum at this school. The researcher also interviewed the teachers with practical experience in promoting aboriginal education and collected and cross-validated data of aboriginal education from various aspects.
The study has three purposes :
1. To explore the experience of the aboriginal school in promoting identity education.
2. To explore the relationship between aboriginal school education and traditional education.
3. To provide suggestions for future policies, implementation, and studies of aboriginal identity education.
Results of the study indicate:
1. In Nine-Year Integrated Curriculum, the school can effectively design aborigine-based curriculum.
2. The development of local education can significantly broaden students¡¦ vision, promote their performances, and cultivate their sense of self-recognition and respect of others.
3. The educators with the vision of promoting multi-cultures could easily transform the knowledge and become the promoters of multicultural curriculum.
4. Parents¡¦ support and appropriate application of human resources in the community could solve the problem of the insufficiency in qualified teachers of cultural curriculum and also promote the handing down of aboriginal cultures at the school in various aspects.
5. The aboriginal education requires not only fundamental innovation but also educational administrative organizations¡¦ cooperation in policies.
6. The authority aboriginal education of should hold contests related with aboriginal cultures in the multicultural directions to encourage the school to promote aboriginal cultures in the multidimensional way.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0731107-144502 |
| Date | 31 July 2007 |
| Creators | Pan, Ming-fu |
| Contributors | Zhi-Lie Cheng, Yin-yao Zheng, Wen-cheng Lin |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0731107-144502 |
| Rights | not_available, Copyright information available at source archive |
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