原住民族實驗教育學校發展現況之調查研究

A Study on the Development of Indigenous Experimental Schools in Taiwan

本研究旨在瞭解國內實施原住民族實驗教育的發展現況，探討原住民族實驗教育學校在優質學校教育指標的整體狀況，並分析在不同教育階段、學校規模，以及區域的差異。本研究針對108 年經地方政府審議通過辦理原住民族實驗教育的32 所學校教職員及其他人力進行問卷調查，有效問卷共473 份。根據研究結果進行分析與討論，獲致以下結論：（一）原住民族實驗教育學校在優質學教育指標各向度的表現大致良好；（二）國中階段在各向度的分數較國小、高中低；（三）北區中心的學校在部分向度的分數較南區、西區低；（四）新辦學校在部分向度的分數較早期辦理的學校低。本研究提出建議：（一）主管機關可以參考優質學校教育指標，建立各校實驗教育評鑑項目；（二）區域協作中心可以關注不同教育階段、區域以及辦理年度的差異，以提供支持與配套。

The purpose of this study was to understand the development of Indigenous experimental schools in Taiwan, to examine the overall status of experimental education for indigenous peoples’ schools in terms of quality school indicators, and to analyze the differences among different educational stages, school sizes, and regions. A total of 473 questionnaires were administered to the staff and other personnel of 32 schools that were approved by the local government to provide experimental education for indigenous students in 2019. Based on the analysis and discussion of the study results, the following conclusions indicated that: (1) the performance of the schools in all dimensions of the indicators of quality education is good, but 'administration' needs to be improved; (2) the scores in the national secondary level are lower than those in the elementary school and high school stage in some dimensions; (3) the scores of the schools in the northern center are lower than western center and southern center in some dimensions.; (4) the schools that apply later are lower scores in some dimensions than schools that apply earlier. This study recommends: (1) with reference to Quality school indicators, establish an evaluation project for Indigenous experimental schools; (2) pay attention to the differences in different stages, regions and processing years to provide support and strategy.