| Summary: | 碩士 === 國立新竹教育大學 === 人力資源發展研究所 === 100 === This study investigates the current and difficult situations of the execution of Atayal culture related courses (ACrCs thereafter) in Mioali County. It aims at giving recommendations for the studies of ethnic cultural education in the future .Specifically, what are the current situation when concerned educators in researched elementary schools instruct courses related to Atayal culture? If there is any challenge, what is it?
There are three results in this study. First, by comprehensively analyzing the data collected, it is found that ACrCs appear to be concerned about observable culture elements such as performances. The arrangements for ACrCs are difficult, and are usually for higher graders. The materials are usually developed by the instructors themselves. While lectures are the major activity of ACrCs, the evaluations are by presentations or contests. Furthermore, ACrCs are usually in the form of extracurricular courses. There is no unified regulation as to the qualifications of instructors of ACrCs. Finally, ACrCs are funded by the Education Ministry.
Second, regarding the contents of ACrCs, the abstract facades are not emphasized in the documented data. Repeatedly found in the documented data is that the students seem to learn better when they have chances to tangibly operate in tasks. Finally, "promoting education of Atayal culture" is in the core of ACrCs.
Third, with regard to the difficulties in the execution of ACrCs there are actually a few of them. It is found that related education policy and the avenues of related teachers' education program are not clear. Also, the families in the communities and their local schools do not incorporate well. Furthermore, the funding is not stable, and the instruction materials and the pedagogy are not compatible.
Last, with the analysis and findings the researcher would like to provide the following three groups of recommendations. The first is to the government: The government should initiate the coordination of ACrCs related affairs and it should improve the efficiency of the Council of Indigenous Peoples (CIP) in concerned responsibilities. It should establish the avenues to help generate professional teachers of ACrCs and so to actualize the development of professional development of Indigenous teachers for Indigenous cultures. This will help establish an education system of ethnic education that shall increase the chances of employments in the future. It should also design explicit contents for ethnic education with balanced emphasis on quality and quantity. Last, non-Indigenous staff should be encouraged to receive ACrCs related training to improve their understanding of Atayal or Indigenous culture.
The second group of recommendations are for the local schools. They should be careful when they develop related courses so that the goals and contents of ethnic education are taken into considerations. In classes of ACrCs, teachers of ACrCs should be invited. The schools should also make public their goals of ethnic education in order to consolidate mutual understanding.
The third group of recommendations are to the teachers at schools in the Atayal communities. The Atayal teachers should improve their ability in designing ethnic education, such as for the ACrCs. They should form educational groups of ACrCs and to effectively promote ethnic education.
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