國家教育研究院

　　國外文獻顯示社區本位教育可以有效解決原住民教育的問題，而研究計畫主持人曾以焦點團體與個別訪談我國實際從事原住民教育者對此的看法，也表示國內原住民學校應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：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。本研究計畫的目的，正在於延續上述發現，將上述研究結果，具體落實到學校情境。研究者選擇一所原住民學校推動社區本位教育，也選擇一個推動文化保存的原住民部落，透過個案研究方式，一方面協助學校落實該方案，一方面修訂改善推動模式，並評估成效，並且詢問家長對目前學校推動文化活動的看法，建構一套適合我國原住民學校推動社區本位教育的具體做法。

　　Through literature review, we have found that community-based education (CBE) has effectively solved problems for aboriginal education in western countries. Further, by interviewing a focus group, comprised of Taiwan's practitioners in aboriginal education, we also found that members of focus group recommend that the aboriginal schools in Taiwan should implement CBE immediately. Taking Taiwan's educational context into consideration, they suggest that educators in aboriginal schools should first proactively invite parents and community members to involve in the design of school curriculum. Then, educators should combine traditional tribal education and mentoring system in school education. This research follows the findings in the previous research and tries to implement them in aboriginal schools. The purpose is to find better strategies to implement CBE suitable for use in our country. The method of this research is practically oriented. We select one aboriginal school and one tribe who promotes their aboriginal culture and carry out case studies, including document collection, observations and interviews, so as to evaluate and modify the previously suggested strategies in implementing CBE for Taiwan's aboriginal schools.