A Study on Aboriginal Culture Curriculum in Taiwan Elementary Schools- Take Four Primary Schools in Aboriginal Areas in Pingdong as Examples

• Main Authors: LI, XIAO-FENG, 李曉峰
• Other Authors: CHANG, CHING-HSUN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/jh4k6z

博士 === 國立屏東大學 === 教育行政研究所 === 105 === Along with the emphasis of the international community on multicultural development, attention on rights and interests of aborigines has already been a common trend in the world. Inheritance of aboriginal culture and aborigines’ identification and feelings on their culture have already become the focus of attentions in the education world. By developing aboriginal culture courses, realization of inheritance and development of the aboriginal culture have already become major concepts of school education. By applying literature analysis, document analysis, as well as observation and interview research methods, the research collected documents by deeply investigating four aboriginal elementary schools, carried out studies through observation and interview, understood conditions of four schools on development of aboriginal culture courses, and analyzed specific schools, including understandings towards ideas and connotations of culture courses, experiences and understandings on development and organization of courses, experiences and understandings on course teaching, experiences and understanding on leadership and assessment of courses, and the confusion on development of culture courses, so as to deeply comprehend the development conditions of culture courses in aboriginal elementary schools. Based on literature reviews and the qualitative research on four specific schools, the research conducted data collection, coding, classification, analysis and discussions, and drew major conclusions as follows: 1. There is no unified standard for aboriginal language courses. Besides, there are concerns that ethnic group life requires unified course as the global design, and sense of identity of the tribal group on communal culture is relatively strong. Aboriginal group has great potentials in competitiveness. Cultural response courses can help to stimulate their potentials and arouse their interests in learning. Modes of culture courses shall be strengthened and advocated. 2. Organization of culture courses has four modes including knowledge system, knowledge integration, individual knowledge and knowledge essence. 3. Educators are more looking forward to culture courses being able to stimulate learning motives of students and promote improvement of their basic academic abilities; while students are more willing to pursue joyful learning processes. 4. Subjects of culture course leadership shall include the head master, teacher, student, parents and community residents, in which, key teachers serve as the core of culture course leadership. Development of culture course review by the school shall still be based on experiences; standards that are closer to science are yet to be prepared. 5. Shortage of teaching guidelines for aboriginal culture courses, shortage of the independent aboriginal school system, shortage of the complete ethnic culture knowledge system, empirical pick-and-mix culture course organization, shortage of unified course design, shortage of sustainable course implementation mechanism in short-term culture courses, shortage of teachers for ethnic culture courses etc. Finally, based on research conclusions, suggestions were proposed separately in five aspects of administrative department of education, aboriginal school, aboriginal community and parents, aboriginal culture development organization and subsequent research.