文化回應教學應用習慣領域和美塔學內涵之個案研究：以臺東縣為例

Using Theoretical Connotations of Habitual Domains and Metalogy on Culturally Responsive Teaching: A Case Study of Taitung County

本研究探討臺東地區一所原住民族實驗教育學校（花環實驗小學），在實施文化回應教學時所遭遇的困境與難處，進而分析行政人員與教師是如何應用習慣領域和美塔學理論（Metalogy）的理論2.0內涵，以實施有效的文化回應教學之參考，並探討其在教學活動設計與實施教學活動時應注意的問題點。本研究採文獻探討兼以參與觀察及深度訪談方式，實地了解該校如何帶領教師進行融入習慣領域與美塔學理論內涵的文化回應教學，質性研究歷程中所蒐集的訪談逐字稿，經初步整理後採用MAXQDA質性資料分析軟體進行歸納與分析，並以扎根理論進一步探討及整理文化回應教學與習慣領域和美塔學理論內涵的關係，以得到本研究的結果與發現，最後提出結論與建議。

This research explores the difficulties and difficulties encountered by an aboriginal experimental education school (Hua-huan Experimental Elementary School) in Taitung area in implementing culturally responsive teaching, and then analyzes how school administrators and teachers to use habitual domains and Metalogy Rev.2. In order to implement effective culturally responsive teaching, and to explore the problems that should be paid attention to in the design and implementation of teaching activities. This research is conducted in the form of literature research. During the research period, through literature analysis, participating in observations and in-depth interviews, we can understand how the school leads teachers to conduct culturally responsive teaching that integrates the major connotations of habitual domains and Metalogy. The verbatim manuscript of the interview was preliminarily sorted and summarized and analyzed using MAXQDA qualitative data analysis software, and grounded theory was used to further explore and sort out the relationship between culturally responsive teaching and the three major connotations of habitual domains and Metalogy to obtain the results of this research and finding, and finally put forward the final conclusions and recommendations of this research.