國家教育研究院

　　依據《十二年國民基本教育總綱》之課程設計，不僅依舊難以完全排除就讀於該校之原住民籍學生應享有的受（民族）教育權利可能遭受侵害之或然率，亦難以觀察到透過該等課程的實踐，是否能夠確切地帶領該校全體學生（人民）涵養一定程度以上之對現存於我國境內的各種族及其文化與傳統之理解，從而消弭與改善種族人民間因相互不理解而產生的刻板印象。緣此，本研究計畫擬針對四道問題意識，進行探究：其一、非原住民重點學校的普通型、技術型、綜合型與單科型高級中等學校在校訂必修、多元選修及彈性學習課程設計與發展上，是否多有呈現出原住民族教育抑或多元文化教育因素較少的現象？其二、若多數非原住民重點學校之高級中等學校均出現相仿現象，則其背後成因若何？其三、若是其成因具有普遍性，則依據總綱之規定，是否得以透過具體方案的落實而提升學校積極設計與發展原住民族知識課程之意願？其四、評量上述具體方案之成效，並觀察記述學生學習發展的各階段表現，以利具體方案之內容面抑或是實踐面上的調整。

　　According to the curriculum design of the " 12-year Basic Education", it is not only difficult to completely rule out the possibility of the (national) education rights that indigenous students who are enrolled in the school may be infringed, and it is difficult to observe through such whether the practice of the course can lead all students (peoples) of the school to a certain degree or more to understand the various ethnic groups and their cultures and traditions existing in our country. Therefore, this research project intends to explore the four issues of consciousness : First, the non-Aboriginal key schools includes general high school, vocational high school, comprehensive high school and specialized high school advanced the curriculum, is there a phenomenon that shows that there are fewer factors of aboriginal education or multicultural education? Second, if the majority of non-Indigenous key high schools have similar phenomena, what are the causes behind them? Third, if the cause is universal, according to the general outline, is it possible to enhance the school's willingness to actively design and develop aboriginal knowledge courses through the implementation of specific programs? Fourth, assess the effectiveness of the above specific programs, and observe the performance of each stage of the student's learning and development, in order to facilitate the content of the specific program or the adjustment of the practice.