原住民學校推動社區本位教育之研究

Community-based Education for Taiwan's Aboriginal Schools

國外文獻顯示社區本位教育可以有效解決原住民教育邊緣化課程設計與缺代主體性的問題然該教育理念是否適合國內原住民學校？本論文集合我國實際從事原住民教育者之在地經驗，以焦點團體與個別訪談法，探討社區本位教育在國內發展的前景，並規劃一套適合我國原住民學校推動社區本位教育的作法。訪談成員支持國內原住民學校立即推動社區本位教育，但考量國內目前學校生態，建議採用循序漸進方式：對於較具爭議的部分保留不做，而是由學校主動邀請社區/家長參與學校事務開始，並且配合九年一貫課程的實施，讓社區家長與學校老師共同編製原住民文化與語言的統整課程，並且結合原住民社區/部落的教育功能，以及回復傳統的師徒教學與部落集會所或年齡階級組織。訪談成員也對學校行政與教育行政當局提出建議，以利原住民學校推動社區本位教育。

On the basis of an extensive review of the literature， we have foundthat community-based education (CBE) has been highly effective in solvingproblems concerning aboriginal education in western countries. Is CBE equallygood for aboriginal schools in Taiwan? This paper aims at answring this questionby means of focus group interviews， comprised of practitioners of aboriginaleducation in Taiwan.Members of the focus group recommend that aboriginal schools in Taiwanshould implement CBE immediately. Taking Taiwan's educational context intoconsideration， they further suggest that educators in aboriginal schools firstproactively invite parents and community members to become more genuinelyinvolved in the design of school curricula. Then， educators should combinetraditional tribal education and a mentoring system within the school education.They also make recommendations pertaining to school management and educationaladministrative board's implementation CBE of in Taiwan's aboriginal schools.