Problems encounter by school of Taiwan in adjusting to mainstream Chinese culture. ─ some Hualien county aboriginal headmasters'''' experiences.

• Main Authors: Wang, Shu Mei, 王淑美
• Other Authors: Wu, Tian Tai
• Format: Others
• Language: zh-TW
• Published: 1996
• Online Access: http://ndltd.ncl.edu.tw/handle/69538197931186859905

碩士 === 國立花蓮師範學院 === 國民教育研究所 === 83 === This thesis consist of two major parts, the first part reviews some earlier research on aboriginal edu-cation issues, the second parts analyzes life-history of five aboriginal school headmasters in Hualien about school-adjustment experiences in mainstream culture. Besides, aboriginal school headmasters'''' ideal of abo- riginal education and lead style in aboriginal schools is present in this thesis. The conclusions of this thesis are: ① Culture background differences between family and school, discriminative learning environments in aboriginal elementary school made five aboriginal headmasters school-adjustment more hard in secondary school. ② Poverty, language barrier, student and teacher culture background difference, insufficient learning materials, poor information system, and frigid learning manner of aboriginal schoolmates made aboriginal headmasters school-adjustment hard experiences. ③ Solutions for school-adjustment problem of abo-riginal headmasters: 1. get economic support from public or private group. 2. take word by word learning style to solve lan- guage barrier. 3. get extra instruction from teacher after school by personal friendship. 4. take more time to study to make up insufficient learning competence. 5. get information from mouth to mouth to improve poor information system. 6. keep length with some schoolmates after school and study hard by oneself. ④ School should encourage aboriginal parents involv-ment, mainstream curriculum learning is still the priority, teacher''''s enthusiasm for aboriginal education is more decisive than teacher''''s race, improve teacher''''s teaching strategies, aboriginal student should gain the knowledge and skills of the main-stream society, give aboriginal student more pro-fession training, and keep compensatory project of aboriginal education policy is the dominant ideal and lead style of aboriginal principals in aboriginal school. The recommendations of this thesis are: ① Education policy of Taiwan should have multicul-ture consideration about curriculum, teachers,learning environment to bring aboriginal students equal footing of school-adjustment with non-aboriginal students. ② Improve educational function of aboriginal family by any available resources including school, church,public service centers. ③ The instruction methods of aboriginal home class and traditional language class now should be re-evaluatedto more effective.