泰雅族知識為基礎的教育實踐：以高中原住民族專班文化課為例

近年來原住民族教育議題一直都是教育學界和原住民族研究的新取向。尤其制定與修訂原住民族教育權相關的法規，期待達成其法源制定的目標。原住民族教育法於108年6月19日重新修正，其中強調完備的行政支持系統，以促進原住民族參與、強化師資培育及深化民族教育等，期待之後能夠真正落實法律；另外「實驗教育」概念源自於實驗三法，其包含了《高級中等以下教育階段非學校型態實驗教育實施條例》、《學校型態實驗教育實施條例》、《公立國民小學及國民中學委託私人辦理條例》三法，於103年11月經立法院通過將其簡稱為「實驗教育三法」，打破了原本僵固的教育樣貌；對於原住民族教育來說就是轉型的契機。因著《實驗三法》、《原住民族教育法》的制定與修正之下，原住民族實驗學校也紛紛設立，並且極力的建構出屬於自我族群的原住民族知識體系，進而能夠成為原住民族實驗學校的課程內容，讓學生也能在一般教育體制內也能習得來自於祖先的傳統知識。但是知識體系的建構至今未經過系統性的研究與整理，致使原住民族教育的課程發展就會相對艱辛。儘管如此，本研究試圖透過自身對自我族群文化的認識與對其傳統知識的理解，實踐在目前的教育體系中，進而成為之後泰雅文化課程發展的參考基準。

In recent years, the issue of indigenous education has been a new focus in the fields of education and indigenous studies. Particularly, the establishment and revision of regulations related to indigenous education rights are aimed at achieving the goals set by the legal sources. The Education Act for Indigenous Peoples was revised on June 19, 108, emphasizing a comprehensive administrative support system to promote indigenous participation, strengthen teacher training, and deepen ethnic education, with the expectation of truly implementing the law in the future. Additionally, the concept of experimental education originates from the 3 types of Experimental Education Act, which include the Enforcement Act for Non-school-based Experimental Education at Senior High School Level or Below, Enforcement Act for School-based Experimental Education, Act Governing the Commissioning of the Operation of Public Schools at Senior High School Level or Below to the Private Sector for Experimental Education. These laws, abbreviated as the3 types of Experimental Education Actafter being passed by the Legislative Yuan in November 103, have broken the rigid educational landscape, serving as a transformative opportunity for indigenous education. With the establishment of indigenous experimental schools under the enactment and revision of the 3 types of Experimental Education Act and the Education Act for Indigenous Peoples, efforts have been made to construct indigenous knowledge systems belonging to the respective indigenous communities. This enables indigenous knowledge to become part of the curriculum in indigenous experimental schools, allowing students to acquire traditional knowledge from their ancestors within the general education system. However, the construction of knowledge systems has not yet undergone systematic research and organization, making the development of indigenous education curriculum relatively challenging. Nevertheless, this study aims to construct a knowledge system specific to the Atayal culture through self-awareness of one's own ethnic cultural heritage and understanding of traditional knowledge, serving as a reference framework for future curriculum development.