影響弱勢族群學生學校表現的因素：理論的爭議及其啟示

Explaining Variability in Minority School Performance : Theoretical Debate and Its Implications

本文比較並評論兩種解釋弱勢族群學生學校表現的理論：「文化差異」與「文化適應」理論。前者運用微觀民族誌研究法，認為語言溝通模式的差異是使弱勢族群學生學校表現失敗的原因，後者則採用多層次民族誌研究法，發現弱勢族群的社會與文化適應的結果會影響學生學校表現的成敗。二種理論研究主題不同，研究方法不同，結果的解釋不同，所提出之改革建議不同，無需爭論何者提供較佳的解釋，而應綜合研究方法與成果，對弱勢族群學生之學校表現作多層面與多角度的思考。本文並指陳目前臺灣原住民教育研究極不理想，成果極為有限，最後提出七項未來進行此類研究的重點與方向。

This research compares two important theories explaining variabllity in monority school performace:cultural difference theory and cultural ecology theory. The former argues that minority school failure is majorly due to the difference between speech communication Patterns of monorities and that of majorities. The latter contends that minority school performance is closely related to the strategies and outcomes of their adaptation to the social-cultural environment.The two theories apply different research approaches to explore various research questions, and therefore, obtain different conclusions and suggestions. They both provide certain degree of theoretical and practical contribution to minority education. Some implications are suggested for the research of Taiwan aborigines education.