原住民族文化永續教學案例研究：原民院課堂觀察與反思

A Case Study of Indigenous Culturally Sustaining Pedagogy: Class Observation and Self-Reflective Thinking in the CIS

以原住民族文化永續教學的理論，輔以原民院課程發展方向，檢討現有的課程結構與教學方式。研究目標在於發展原住民族文化永續系統，將部落與學校結合，以落實原住民族文化整體與適性教學之理想。透過案例研究，從事教室觀察與反思之質性研究。選定教育人類學專題之課程進行原住民族教育議題之課堂觀察，探討在開放的討論氣氛下，師生在課堂上所關心的焦點與互動的情形。並且透過跨域合併教學，聘請共同講師與實施課外教學活動，開發跨領域原住民族文化共同議題。研究之進行，能瞭解現有教育現場之情況與挑戰，並能共同協商，提出具原住民族文化內涵的課程設計與民族文化永續教學之具體建議。

"Using Culturally Sustaining Pedagogy to evaluate Colleges of Indigenous Studies' curricula, this study examines the teaching processes and outcomes concerning indigenous cultures mainly in the anthropology of education seminar classes. By class observations and self-reflective thinking, we try to find significant issues related to culturally sustaining systems. To cross the boundary of current disciplines, we invite scholars and tribal elites to design various teaching activities for combining courses based on indigenous cultural issues. We try to create common grounds for indigenous cultural sustaining and revitalization in higher education."