| Summary: | 碩士 === 國立臺東大學 === 進修部休閒事業管理組碩(夜間） === 106 === This research focuses on how the mutual assistance among the senior school graders of Xinhua Branch of Anshuo Primary School in Daren Township of Taitung County impacts the self-integration through the experiences of taking indigenous ethnic education classes and getting along with ethnic companions, for the purpose of understanding the relative situations about ethnic identification of primary school graders and how the indigenous ethnic education impacts the ethnic identification. This research takes all the 11 senior graders of Xinhua Branch primary school as the research objects by giving them ethnic education classes of learning local Paiwan ethnic culture and tradition, through these classes of cultural knowledge and the internalization of experiences to offer students chances to get well aware of self-concept and ethnic identification.This research adopts the interview outline designed by the author, using a semi-structural interview method, covering three aspects of ethnic identification: self-identification, ethnic involvement, and ethnic sense of belonging, to make actual observing for having the clearer picture. It discusses and analyzes about the effects upon students’ ethnic identification after their taking ethnic education classes, also makes it known that the state of students’ ethnic identity awareness by way of taking indigenous ethnic education classes. Thus to make sure if the ethnic class taking by the indigenous students could cause influences over their own ethnic identification.The find of this research includes: indigenous students’ taking indigenous ethnic education classes does have positive aid over the ethnic identification through relative theories and proofs of ethnic identity issue; especially the support from parents could affect a student’s learning willingness; in addition, a school’s leading and instructing to students’ ethnic education need is more beneficial to students’ class learning, all these have positive influences on ethnic identification. Based on all the results, this research offers some practical experiences and suggestions to the present-stage indigenous ethnic education development and future research directions.
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