建構原住民族的明日學校：人才發展觀點

School of Tomorrow for Aboriginal Students: Talent Development Perspective

基於多元文化的尊重與倡議，近二十年來，國內對原住民族教育議題的關切劇增，原住民族教育從體制性的教育議題轉為實驗計畫性的教育議題，提供了原住民族教育的理念與發展空間。長期以來，以社會主流文化價值為主的學校教育造成原住民部落文化的斷裂，導致教育不均等、原住民文化認同與流失的問題，教育者積極從學術上、實務上、政策上為原住民族的學生找出一套符合原住民族需求的教育模式。本文奠基在長期原住民族教育經驗與田野研究的基礎，以杜威「明日學校」的理念為架構，從社會文化觀點分析原住民族人才發展與教育實踐的經驗，提出回應原住民族人才發展需求的教育模式的三個重要面向：以文化建立自我成就的信念、以文化作為社會實踐的課程地圖、以及以文化重塑教師的概念與標準等，最後強調原住民族明日學校對台灣教育的可能啟發，提供關切原住民族教育者在理論與實踐上的參考。

In the past two decades, the concerns about indigenous education have dramatically increased. The issues regarding indigenous education have shifted from institutional education issues to educational projects, providing the development and possibilities for indigenous pedagogy. For a long time, the modernity schooling system have caused the fracture of aboriginal culture and unequal education of aboriginal students. Educators from academic, practice, and policy, are actively constructing a system of effective educational models for the aboriginal students. From the socio-cultural perspective, this article analyzes the talent development and the schooling practices of aboriginal students based on the long-term aboriginal education experience and field observations of research. Based on Dewey's framework of ＂School of Tomorrow,＂ three important aspects that constitute the aboriginal school of tomorrow are proposed: implementing the aboriginal belief system to build personal achievement goal, implementing the aboriginal cultural as the curriculum map of social practice , and using aboriginal culture to redefine the concept and standards of teacher education. Finally, the possible inspirations of aboriginal cultural to Taiwan's education, and the theoretical and practical suggestions for the educators who concerned about the learning of aboriginal students are provided in the conclusion.