原鄉小學推動課後方案與文化特色實施現況之探究－－以彩虹小學為例

The Elementary Schools of the Aboriginal Areas Promotes Afterschool Program and the Investigation of the Implementation Status of Cultural Features - Illustrated By the Case of Cai Hong Elementary School

本研究以原鄉小學為例，旨在了解現階段學校在課後實施補救教學、課後照顧服務班與推動原住民特色發展實施的現況、推動策略與未來發展，本研究採用文獻、資料與訪談等方式進行現況分析，其研究結果：一、原鄉課後扶助方案是必辦的教育政策 二、學校成為文化推動的主角 三、課後扶助方案師資皆為校內教師 四、課後扶助與歌謠舞蹈推動的相互衝擊 五、師資與行政人力缺乏彈性 六、課後方案規劃要系統性 七、補救教學系統有助於弱勢學習 八、減輕家長負擔後更要落實家庭功能 九、文化傳承要從認識在地文化開始將立意良善照顧學生的安心教育政策是對原鄉學生有幫助的，我們應積極解決困難因素，規劃原鄉學校發展模組與提升人力資源編配，穩定原鄉小學教育發展。

This investigation takes the elementary school of the aboriginal areas as an example, the purpose of which is to understand the implementation status of afterschool remedial teaching, strategy promotion and future development. This research takes form under the usage of documents, information and also through interviews in order to conduct analysis of the current situation, the results of which are as followed: 1. The afterschool programs of the elementary schools of the aboriginal areas are considered mandatory in terms of educational policies 2. The campus has become the center of cultural promotion 3. All teachers in the afterschool programs are considered as campus staff 4. The clash between afterschool programs and song and chants 5. The teachers and the administrative staff lack flexibility 6. The planning of afterschool programs has to be systematic 7. The system of remedial teaching has to benefit the learning of minorities 8. Besides lessening parents’ burden, also be sure to substantialize familial functions 9. The inheritance of culture must start with knowing the local culture The educational policies which take good care of the students are definitely beneficial to the students of the elementary schools of the aboriginal areas; therefore we must become active in solving difficulties, and henceforth start planning the development module of said elementary schools. We must also increase the allocation of human resources and stabilize its development.