國家教育研究院

　　本研究旨在探討中部以北地區原住民幼兒托育之現況與需求做調查，針對現有原住民幼兒托育政策與中部以北地區原住民幼兒托育之現況與需求之落差，提出建議。本研究的目的如下：1. 瞭解中部以北地區原住民幼兒托育之現況。2. 瞭解中部以北地區原住民幼兒托育之需求。3. 分析現有原住民托育政策與中部以北地區幼兒托育現況與需求之落差，並提出建議。為達成上述研究目的，本研究先以問卷及訪談方式，調查中部以北地區原住民托育機構之教保人員及家長，以了解中部以北地區原住民幼兒托育之現況及需求，以做為托育政策之參考依據。本研究之研究工具包含：文獻分析、問卷調查、訪談，及文件分析。研究結果顯示，大部分的問卷填答者與被訪談者都認為幼托機構的普及度、類型，及設備都足夠。他們也認為原住民幼兒托育的補助費用的政策對他們是有幫助的，但是，希望政府給予的方式是直接從學費中扣除。大部分的問卷填答者與被訪談者對原住民族族語/文化教學是滿意的。他們認為政府應該針對原住民族族語教育制定以下政策：1.從幼兒園開始教、2.優先聘任原住民籍教師、3.補助經費、4.實施全日或半日族語幼兒園實驗班；他們亦認為政府應該針對原住民族族語教育提供以下的協助：1.培訓課程、2. 補助經費、3.研發教材、4.實施全族語實驗教學。大部分的問卷填答者與被訪談者對師資培育的課程及師資聘任是滿意的。他們認為原住民族地區的幼兒教師甄選應該注意以下事項：1.應優先聘任原住民籍教師、2. 甄選試教：將當地原住民族文化融入課程與教學中的能力、3.甄選筆試應包括：幼兒的多元文化教育、原住民族幼兒的發展、原住民族文化、4.原住民族文化課程與教學等。大部分的問卷填答者與被訪談者對於教師進修與輔導是滿意的。他們認為托育教保服務人員最好進修至大學學歷；他們亦認為托育教保服務人員應該進修以下課程：1.教育專業、2.保育專業、3.原住民幼兒學習型態、4.幼兒多元文化教育、5.原住民族語言。大部分的問卷填答者與被訪談者對於部落對托育的需求是滿意的。他們認為以下人士應該參與部落相關托育機構的決定：1.家長、2.教保人員、3.部落領袖(耆老)。大部分的問卷填答者與被訪談者對於國家與地方政策是滿意的。他們期望中央政府落實以下與原住民有關的托育政策：1.培育原住民幼兒師資、2.從幼兒開始的原住民族學校、3.部落自治決定幼兒托育的內涵、4.編制幼兒族語文化教材；他們認為中央政府在制訂與原住民托育有關的政策時：1.家長、2.原住民幼兒教保服務人員、3.幼教專家學者應該參與；他們期望地方政府落實以下與原住民有關的托育政策：1.協助部落設立原住民族學校、2.促進鄉(市)立幼兒園與國小附設幼兒園合併、3.讓部落自主決定幼兒托育的內涵；他們認為地方政府在制訂與原住民托育有關的政策時：1.家長、2.原住民幼兒教保服務人員、3.幼教專家學者應該參與。總之，希望中央政府、地方政府，及民意代表在制訂與原住民托育相關之政策時，請參酌以上的建議。

　This is a three-year study. In the first year, the researcher will investigate currentsituation and needs of indigenous child care and education in the central and northernTaiwan. In the second year, the researcher will investigate different approaches of?indigenous child care and education in the central and northern Taiwan. In the third year, the researcher will investigate indigenous language and culture instruction and curriculum in the central and northern Taiwan.

　The purpose of this study is:

1. To understand current situation of indigenous child care and education in the central and northern Taiwan (in the first year).
2. To understand the needs of indigenous child care and education in the central and?northern Taiwan (in the first year).
3. To analyze the differences between indigenous child care and education policy and?current situation and needs of indigenous child care and education in the central and?northern Taiwan, and make suggestions to the government for improvement (in the first year).
4. To understand different approaches of indigenous child care and education in the?central and northern Taiwan (in the second year).
5. To compare and contrast the similarities and differences of diverse approaches of?indigenous child care and education in the central and northern Taiwan, and to meet the needs of indigenous people (in the second year).
6. Through the investigation and comparison of different approaches of indigenous child care and education in the central and northern Taiwan, to make productive suggestions to revise current related policy (in the second year).
7. To understand current situation of indigenous language and culture instruction and?curriculum in the central and northern Taiwan (in the third year).
8. To make indigenous language and culture instruction and curriculum to meet the needs of indigenous people in the central and northern Taiwan (in the third year).
9. Through the investigation to analyze the differences between current situation and the needs of indigenous language and culture instruction and curriculum child care and education policy and current situation and needs of indigenous child care and education in the central and northern Taiwan and current indigenous relevant policy, and make suggestions to the government for improvement (in the third year).
10. To develop culturally relevant indigenous language and culture materials to meet the needs of indigenous children.