原住民族議題融入國小綜合領域課程方案發展與實踐歷程探究——以都會區國小為例

Abstract

本研究旨在探討都會區國小實施原住民族議題融入綜合活動領域課程的發展歷程與實踐成效。面對台灣原住民族教育法修訂後「全民原教」政策的推動，本研究探討都會區學校如何回應此政策需求，以及在實施過程中所面臨的挑戰與因應策略。本研究採用個案研究法，以台北市一所都會區國小六年級學生為研究對象，透過跨文化教師共同備課、課程方案發展與教學實踐，探討原住民族議題融入課程的可行性與成效。研究過程中研究者身兼共備教師與教學者，運用參與式觀察、訪談、文件分析及前後測等多元資料蒐集方法，並邀請原住民族教師參與共同備課，以確保課程內容的文化適切性。研究結論顯示如下： 一、結構性壓力致使都會地區原住民族議題融入課程成為邊陲活動。 二、跨文化原漢教師共備課程會經歷「焦慮、衝突、協商、共構」的專業轉化。 三、關係為本的課程方案實踐，促進學生覺察刻板印象與偏見歧視。 四、學生對原住民族議題融入課程的學習回應，呈現從消極抗拒到深度轉化的連續光譜。五、都會區學校實踐原住民族議題融入課程需創造協商空間，採漸進式的轉化實踐。 根據上述結論，本研究提出教師、教材、學生及環境四面向的建議： ㄧ、建立教師文化謙卑與反思機制，建構由淺入深的課程方案。 二、發展多元觀點教材資源，課程融入原住民族議題與觀點。 三、營造文化安全學習環境，關注學生之間的族群關係與衝突以及原住民族學生課程中現身與隱身關係。 四、強化制度支持與社區合作，連結校內外資源與社區網路。This study aims to explore the development process and implementation effectiveness of integrating Indigenous issues into the integrated activities curriculum at urban elementary schools. Facing the promotion of the"Indigenous Education for All Citizens" policy following the revision of Taiwan's Indigenous Education Act, how urban schools respond to this policy requirement and the challenges and coping strategies encountered during implementation become the core issues of this research. This study employs a case study approach. Sixth-grade students at an urban elementary school in Taipei City were selected as research subjects. Through cross-cultural teacher collaborative lesson planning, curriculum development, and teaching practice, the study investigates the feasibility and effectiveness of integrating Indigenous issues into the curriculum. During the research process, the researcher served as both collaborative teacher and instructor, utilizing multiple data collection methods including participant observation, interviews, document analysis, and pre-post assessments. Indigenous teachers were invited to participate in collaborative lesson planning to ensure the cultural appropriateness of the curriculum content.The research conclusions indicate:1.Structural pressures cause indigenous issues integration in urban areas to become marginalized activities.2.Cross-cultural indigenous-Han teacher collaborative curriculum planning experiences professional transformation through"anxiety, conflict, negotiation, and co-construction" 3.Implementing relationship-based curriculum effectively promotes students' awareness of stereotypes and prejudicial discrimination. 4.Student learning responses present a continuous spectrum from passive resistance to profound transformation. 5.Urban schools implementing indigenous issues integration curriculum need to create negotiation spaces and adopt progressive transformative practices. Based on the above conclusions, this study proposes recommendations across four dimensions: teachers, materials, students, and environment: 1.Establish teacher cultural humility and reflection mechanisms, constructing curriculum programs that progress from shallow to deep levels. 2.Develop diverse perspective teaching materials and integrate Indigenous issues and perspectives into the curriculum. 3.Create culturally safe learning environments, focusing on ethnic relations and conflicts among students. 4.Strengthen institutional support and community cooperation networks.