國家教育研究院

　　本文旨在藉批判教育的觀點，檢視原住民地區國小教師的教育實踐，並將關注的議題聚焦在轉化型知識分子及教師的知識素養兩層面。本文發現，原住民地區學校教育實踐，並非侷限於教師在教室內的教學，而是跟他／她們的族群態度以及既存社會的霸權結構有其密切的關係。原住民地區教育有其獨特性，在部落中教學的教師，必須具備足以回應學生生活經驗及文化的知識、態度、技能。

　　The purpose of this paper is to explore teachers' pedagogical practice in an indigenouselementary school, by looking at the teacher's knowledge-type and capacity as a transformativeintellectual in terms of critical pedagogy theory. Given that teachers' pedagogical practiceis not confined to the classroom and that they should be able to treat all ethnic groupsequally, this study will also look at teachers' “multicultural capacity” as being part of theirpedagogical practice. Teachers in indigenous areas, then, are expected to have various capacitieswhich can allow them to respond to students' different life experiences and culturalbackgrounds.