論我國當前國小社會領域師資生原民文化素養的提升

On the Improvement of the Indigenous Cultural Competency of Student Teachers in the Social Studies Teacher Education in Taiwan

國內進入全民原教時代，欲培養國人重視多元文化，尤其是更加認識原住民族，多重管道提升職前與在職教師的專業知能已為共識。惟目前除增加現職教師的原住民族各項知能外，於職前師資培育方面亦須同等加強，尤其是社會領域教師的培育，更不宜錯過。本文旨在論述當前國小社會領域職前師資培育應如何提升師資生的多元文化素養，尤其是原住民族文化知識方面的素養。論述將重申國小社會領域對於公民養成、社會化與同化，以及多元文化社會的重要；其次，就原住民族知識與文化的獨特性，談社會領域職前教師增能活動；再就目前國內國小社會領域職前師資培育遭遇的轉型、專業、欠缺多元文化與原民文化相關課程等面向，探論我國社會領域教育於推動原住民族教育的現況與困境。最後據以提出相關建議，以期社會學習領域之教學與學習能扮演好國內多元文化教育的重要一環，應重建更為理想的社會領域職前師資培育。

It comes to consensus that enriching the expertise of indigenous peoples of in-service and preservice teachers via multiple pathways can enhance cultural competency of future citizens during the indigenous for all era. In addition to providing training courses for teachers in service, it’s more important to offer learning opportunities for preservice social studies teachers to be familiar with indigenous culture and knowledge. This article aims to discuss how to improve the multicultural competency, especially the literacy of aboriginal cultural knowledge, of student teachers who will teach social studies in elementary school. Firstly, the study will reiterate the main goals of social studies concerning the importance of citizen formation, socialization, assimilation, and multicultural society; secondly, the uniqueness of knowledge and culture of indigenous peoples are considered as precious treasure for our society, the teacher training institutions should incorporate with Indigenous Schools and Tribal Community to set up empowerment activities for social studies preservice teachers; thirdly, the paper will point out difficulties confronting from indigenous education in the context of professionalism, transformation, and lack of courses related to multiculturalism and indigenous culture in social studies field in higher education. Finally, relevant suggestions are put forward based on the above, in the hope that teaching and learning in the field of social studies can play an important part of multicultural education in the future.