國家教育研究院

　　2013 年原民會推動學校本位民族教育課程計畫，逐步將學校與部落、一般教育與民族教育結合。2014 年 11 月 19 日「學校型態實驗教育實施條例」公布施行，教育部與原住民族委員會復於 2016 年起，啟動新一階段之「發展原住民族教育五年中程計畫（105-109）」，且於國民教育項下列有「推動辦理民族實驗學校」之執行要項。同年 8 月，臺中市博屋瑪國小成為全臺第一所原住民族實驗小學。
惟以，原住民族教育法明文揭示「政府應依原住民之民族意願，保障原住民之民族教育權」，且亦確認「原住民為原住民族教育之主體」，並表徵「維護民族尊嚴、延續民族命脈、增進民族福祉、促進族群共榮為目的」。執是，以實驗教育方式推動原住民族教育，如何回應前開各項要旨，是本計畫之首要關懷。
　　再者，學校型態實驗教育是依據特定教育理念，以學校為範圍，進行整合性實驗。然則，如何定義「特定教育理念」，如何建構實驗法制下的「原住民族教育理念」，則是本計畫之核心議題。
　　綜此，本計畫冀以田野調查與協作學校的共同參與，提萃原住民族知識與世界觀的文化內涵，建立以原住民族文化為教育本體與核心素養的嶄新實驗教育模式，裨益未來原住民族學校與教育體系之基礎設施。

　　In 2013, Council of Indigenous Peoples initiated the school-based indigenous education curriculum project aiming to the consolidation of school and buluo（部落，tribal community）and to the integration of general and indigenous education. On 19th November 2014日, Enforcement Act for School-Based Experimental Education has come into effect. Since 2016, furthermore, Ministry of Education along with the Council of Indigenous Peoples launched a new phase of Five-Year Medium-Term Program to Develop Indigenous Education (2016-2020), which officially announced indigenous experimental school as one of the core items. Based on the aforementioned policy frameworks, Taichung City P’uma Elementary School had become the first indigenous experimental school in Taiwan.
　　Nevertheless, Indigenous Education Act attest that the government shall protect the indigenous rights to education based on the will and wish of indigenous peoples. Also, the Act affirms that indigenous peoples are the principal subject of indigenous education. Additionally, the Act signifies safeguarding indigenous dignity, ensuring indigenous cultural survival, advancing indigenous well-being, and advancing inter-ethnic prosperity are the core purposes. Consequently, how to echo former core concerns by engaging indigenous education with experimental education model is my priority research subject. Moreover, in the context of Enforcement 　　Act for School-Based Experimental Education, how to delineate the specific education philosophy and to conceptualize the indigenous education philosophy are my two parallel research cores.
　　This research is proposed to extract the cultural connotations of indigenous knowledge and worldview. Further, in the context of multiculturalism, this research aims to establish a new indigenous experimental education paradigm which will contribute to the future infrastructure of indigenous school and education system.