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1
Tosicyan, Hetay, and 江世大. "原住民國民中學實施親職教育之研究." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/mfwcw9.
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Yuan-Chuan, Chang, and 張源泉. "原住民族教育及其法規範之研究." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/95831864723283172449.
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chyi, Chang chyi, and 張琦琪. "推動原住民社區本位教育之研究." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/49581232295580468130.
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碩士國立花蓮師範學院
國民教育研究所
89
The main purpose of community-based education (CBE) is to create a learning environment by community members voluntarily. This goal can be achieved by paying more attentions to the diversity of students, by integrating benefits of schools and communities, and by renegotiating and restructuring the education system. CBE has been successfully implemented abroad and is suitable for aboriginal students whose different pre-school cultural and language background have always been ignored since past. If the school kept on neglecting these differences, aboriginal students will encounter learning obstacles and, consequently, it will put them in an inferior learning position. CBE program is to solve these problems by joint participation of schools and communities. The objective of this research is to develop a CBE model for Taiwan’s aboriginal elementary and secondary schools. To achieve this object, this research uses documentary analysis, focus group interview and individual interview. This research has reached the following conclusions. Taiwan’s aboriginal schools will need CBE program. Nevertheless, due to the reason that community ideology in Taiwan is still in the primitive stage, schools have to take the leading roles. Schools administrators and teachers could encourage community members to participate in school events through establishing multi-communication channels. In addition, curriculum and teaching materials should derive from the culture of aboriginal communities. Once this kind of curriculum and teaching materials are developed, aboriginal students can learn academic knowledge from their daily experience. Last but not the least, the government should jointly support CBE for aboriginal schools.
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張雅筑. "原住民族教育機會均等如何可能-就新竹縣原住民族家長與教育人員觀點探究." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/86030860921311256704.
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碩士國立臺灣師範大學
公民教育與活動領導學系在職進修碩士班
99
To promote the equality of educational opportunity has always been the ideal of aboriginal education in our country.It is also the goal that educators and aboriginal parents look forward to .In other words,only on the basis of equality of educational opportunity, aboriginal students can fully develop their potential and attain learning achievement in the learning process. Specifically, the purposes of this study are as follows: First, to explore the meaning of the equality of educational opportunity. Second, to understand foreign and domestic aboriginal education policies of the equality of the educational opportunity. Third,to find the status and the dilemmas of the equality of educational opportunity on aboriginal peoples. To accomplish the purposes, the research methods in this study are in-depth interviews and semi-structured interviews. According to the present study, the paper receives the following conclusions are reached: First,the meaning of the equality of educational opportunity on aboriginal peoples is to give each of them educational resourses based on the principle of fairness without distinction of race, social class, gender, geographic differences. Second,the domestic aboriginal education policies are to offer a variety of subsidies and relief; Canada's Aboriginal education policies featuring in pre-school students are to clearly establish cultural identity ; Australia’s Aboriginal education policies are to replace the mode of education; there are a variety of educational and training programs in New Zealand’s Aboriiginal education. Third, Learning styles of Aboriginal students are to share, lively and optimistic; every school has certification programs of ethnic languages , and students still face the psychological, cultural, family and learning difficulties..
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Chou, Wei-Hsuan, and 周維萱. "紐西蘭原住民教育政策之研究-以毛利教育為例." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/86927101632049599804.
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碩士國立臺灣師範大學
三民主義研究所
90
abstract When European colonizers introduced their education system to the Maori People who are indigenous population of New Zealand, the subversive function of education was effectively concealed. They used at the very outset to undermine Maori culture. They tried to erode the Maori Language and equality by many different policies. After 1990,the New Zealand Education reform operated. This reform emphasized：「every child will be aware of the dual cultural heritage of New Zealand and the Multicultural nature of our society」.In order to solved the problems about Maori underachievement and Maori language revival in education system, they made many education policies(such as language nest 、immersion education).The achievement of these policies were quite well . In this study，I tried to find the successful element of Moari Education . Then, Make a recommendation to indigenous education in Taiwan.
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鄧毓浩. "從民族主義論臺灣原住民教育實施之研究." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/87553599340280762481.
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李文富. "台灣原住民教育改革的分析-一個批判教育學的觀點." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/59705012588220731808.
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Lin, Yu-Tzu, and 林育慈. "臺灣日治時期原住民兒童教育之研究." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/96986996033877317601.
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碩士國立東華大學
課程設計與潛能開發學系
101
Aboriginal children's education during the Japanese occupation after repeated evolution and integration, basically, and the Taiwan Governor released so closely associated with education, from early learning Mandarin pass late Suozhi national schools. Taiwan's aboriginal children's education policy to meet Governor of Taiwan are colonial needs, and to set different levels of education policies and objectives, so aboriginal children followed in the development of education policy in Taiwan mountain resources "reproductive capacity." while under the policy of "Fu Fan," "aboriginal" in the "aboriginal government" strategy, while Aboriginal children's education policies are also among its aboriginal policy slightly. Therefore, this study three aspects to explore the Japanese colonial period aboriginal children's education. Different periods of policy discussions as the main vein, during the Japanese occupation of Taiwan to the main line of the Governor, the Governor through different stages of their mission and have different educational policies and characteristics. Taiwan's aboriginal children's education policy as its policy objective discussion is divided into three periods to conciliated period, aboriginal assimilation period, the mainland extended period with Kominka to discuss. Taiwan Governor originally education for aboriginal children, did not deliberately distinguish between two systems to lend education. As Governor Bureaucracy Bureaucracy and the Magistrate amended many times, in charge of education for aboriginal children competent authority has subsequently repeated more: an educational administrative units by Academic Affairs Department (later called the Cultural Bureau) authorities handled "ordinary administrative "to civilized earlier, higher cultural Fan Tong for educational objects, such as administrative areas Mandarin Chuanxi and Fanren public schools shall be guilty of; another police department by the police units (police said after the Board) to Choushe handle a "special Administrative Region" of the lower civilized late or cultural Fan Tong for educational objects, such as aboriginal child education. Ordinary and Special Administrative Region of the education system and the workplace is one of the points of discussion. Aboriginal Children's Book was originally delivered to the discretion of teachers teaching content, but in 1913 "Fanren Public School Rules" after the announcement by the Taiwan Governor's issue of Mandarin teaching "Fanren Reader", the only the unity of teaching materials, in order to understand "Fanren Reading" nature of its content and implicit goals of education, this material to be analyzed
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吳景雲. "高等教育原住民學生學校適應之研究." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/c3jm7e.
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碩士國立花蓮師範學院
多元文化研究所
92
The purpose of this study was to explore aboriginal undergraduate students’ school adjustment in higher education. According to this purpose, there were three research questions: First, how do the aboriginal students apply strategies when they encounter difficulties? Second, how do they perceive the affirmative action policy for the aboriginal students? Third, how do their ethnic identity develop and interact with their school adjustment. In-depth interviews were applied to eight undergraduate students from diverse tribes and academic backgrounds. The following findings emerged from this study: I.The participants’ life experiences before higher education The supports from the elders of the family, the academic achievement before higher education and affirmative action policy were the keys to advance to higher education. All the participants had experienced discriminations from teachers or schoolmates. Their interpersonal relationship influenced their school adjustment. The cultural difference between the aboriginal and mainstream culture did not have much influences on the participants’ school adjustment. II.The strategies and transforming process for school adjustment Because of affirmative action, most of the participants encountered academic difficulties when they were freshmen. The strategy they used for academic adjustment was from self-study to looking for outside supports and resources. The participants’ friendship network was based on aborigines although they had Han friends. The strategies they used for relationship adjustment was looking for supporting groups. Doing part time job and living frugally were their life adjustment strategies. III.The perspectives of the affirmative action policy The participants believed that the affirmative action was the compensation for the history mistake and the limited resources of the minority. Although the affirmative action helped the aboriginal students to receive higher education, it resulted in an academic gap between Han and the aboriginal students. IV.The ethnic identity The participants’ ethnic identity was developed from consanguinity identity to culture and value identity. Most of the participants planned their future based on their ethnic identity.
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Huang, Hsiang-Jui, and 黃祥瑞. "原住民族小學民族教育課程實踐之個案研究." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/46256780935241451692.
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碩士國立東華大學
課程設計與潛能開發學系
99
Multiculturalism in foreign countries as well as the stimulation of indigenous consciousness, and promote our country's reform in education. The "Nine-Year Curriculum"open, consistent and integration of the three major characteristics, emphasizing the development of school based curriculum, giving schools and teachers more training and teaching of professional autonomy, and thus contribute to the implementation of Indigenous school national education curriculums Results. The purpose of this study attempts to understand multicultural education and the development of the theory based curriculum , the content of Aboriginal Education Policy , the idea of scholars and experts, and impact factors of each school based curriculum development, and a Taroko, Hualien County School, for example, explore the ethnic education curriculum in their school development process, the implementation of the current status of ethnic education curriculum, and interpretation of the hidden curriculum of cultural significance. To make specific recommendations, as Lu-ma continue to promote and enhance school curriculum effectiveness, also available for school-based curriculum development in the promotion of a reference work.This study uses case study method, the use of participant observation, interviews and document analysis to collect information for research and analysis. The main purpose of this study are: (A) Explore the development process of ethnic education curriculum in Lu-ma school. (B) Analysis the influence factors of implement ethnic education curriculum in Lu-ma school. (C) The recommendations to improve the ethnic education curriculum. According to findings of this study, the following conclusions can be generalize: First, Ethnic education curriculum in Lu-ma school is the concept of multicultural education in the concrete practice, is the emphasis on the extension of ethnic education, is in response to the results of school-based curriculum development, is in line with the promotion of indigenous peoples policy. Second, The ethnic education curriculum development process in Lu-ma school is from the members of the school of philosophy of education, with creativity of education programs, further curriculum planning, curriculum implementation and curriculum evaluation. Third, the influence factors of ethnic education curriculum effectiveness in Lu-ma school are: curriculum leadership principals, teachers’ teaching attitude, teaching strategies, community support and encouragement, as well as the intrinsic motivation of students. Based on the conclusions of this study, the following recommendations: First, the school's recommendations: (A) use of ethnic culture materials that provided by Government and external. (B) take into the type of integrated curriculum programs to facilitate the promotion of ethnic education curriculum. (C) train teachers of the professional competence of ethnic education curriculum. Second, the community's suggestions: (A) Amendment (Education is a school thing) the idea to participate in school education. (B) Participate in curriculum development, to reach a consensus for educate students. Third, the recommendations for future research: (A) expand the scope of the study. (B) increasing the sample size. (C) data collection. Keywords: ethnic education curriculum; school-based curriculum development; curriculum implementation factors; Taroko.
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Gao, Jin Lai, and 高進來. "都市原住民成人教育需求與規劃之研究." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/59742459659047135799.
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沈玉琴. "原住民家庭父職教育方案之設計與評估." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/42513213889027095138.
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碩士國立嘉義大學
家庭教育研究所
95
The purpose of this study is to design and evaluation a father education program to promote aboriginal father’s role cognition, parent-rearing attitude, and parent-child relationship. The quasi-experiment design is applied Twenty-four aboriginal fathers were the subjects of this study. Half of the subjects were assigned as experiment group and the others were the control group. The experimental group attended a 16-hour father education program, while the control group did not. "The Father Role Cognition Scale", "The Parent-rearing Attitude Scale " and "The Parent-child Relationship Scale ", Were conducted before and after the program to evaluate the effectiveness. The research findings are as follows: 1.The experimental group achieved higher than the control group on "The Father Role Cognition Scale", "The Parent-rearing Attitude Scale " and "The Parent-child Relationship Scale ". 2. The experimental group showed high extent of satisfaction with the program and provide positive feedback to the program. Based on the findings of the study, Some suggestions for the practitioner and future studies were provide.
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Hsu, Chenh Ching, and 徐承群. "建教合作式的原住民技職教育---以明志工專為例." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/67386925414881186343.
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劉芝良. "原漢族群共存學校實施原住民族教育之個案研究." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/18018714853080447404.
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碩士國立花蓮師範學院
多元文化研究所
92
Abstract This study was aimed at exploring how indigenous education was planed and practiced in a primary school of multi-ethnic settings. In order to do so, methods of participant observation, in-depth interview, and document analysis are employed to collect data replying to the following questions: i). What is the feature of indigenous education planed and practiced in the school investigated? ii). How is indigenous culture connected with indigenous education? iii). How does the multi-ethnic school make use of the community resources to carry out indigenous education? iv). What kind of situations was the multi-ethnic school encountered with, facilitating or handicapping? Main findings emerged from this study are as follows: i). Being aware of “culture difference” does not necessarily lead to proper plan and practice of indigenous education. ii). Given the purpose of indigenous education is termed “accommodation & acculturation without assimilation,” most teachers tend to be preoccupied with the mainstream (the Han’s) viewpoints. iii). Students’ ethnic composition should be taken seriously into consideration in relation to school policies, curriculum plans, and teaching practices. iv). Teachers in multi-ethnic schools should be aware of the diversity of cultures and be able to be engaged in culturally responsive teaching. v). Teachers who have the view of multicultural education are likely to transform knowledge easily and become good border-crossers. vi). Indigenous education needs the school-based reform on the one hand and the enacted government policies on the other. Keywords: multi-ethnic school, indigenous education, case study
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Hu, Mei-Fang, and 胡美芳. "原住民族族語教師教學歷程之研究-以Canglah教育經驗為例." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/5weh7e.
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碩士國立東華大學
族群關係與文化學系
105
This thesis based on a narrative approach, from the living background and learning environment till the turning point to describe the researcher’s forming process to become an aboriginal language teacher and how she experienced the distractions in teaching. Since this hardship also be found in the diverse area like schools, tribal, families, and some specific aboriginal language speaking contests while researcher had been faced, she suggests the authority should reform the teaching environment and school affairs, such as rearranging the aboriginal language class schedule to the formal curriculum and dispensing textbook at the beginning of the semester in case to hinder the teaching quality and learning rights of students. After the National Language Development Bill has passed, aboriginal languages become national language, people should take more respect on the national legacy. The temporary nine-levels teaching material and primary material are too simplified, associated department should broaden the materials and develop some teaching aids. According to the proceeding policy, researcher suggests that each college should launch some educational degrees of aboriginal language teaching to help the aboriginal language teacher to enrich the abilities of language teaching and knowledge to gain their advantages. Based on the result, the researcher also gives some advice to the central educational department, local bureaus, publishers, school, parents and some associated department to be as a reference.
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曹琇玲. "原住民高低學業成就學生家庭教育之質化分析." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/07847676149144197058.
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黃木蘭. "原住民學生學校教育機會均等之研究--以花蓮為例." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/17508205605333306180.
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碩士國立花蓮師範學院
國民教育研究所
86
This research is aimed at conducting a horizontal analysis of equal education opportunities with reference to the research framework of educational equity contained in the Odden & Picus （1992）, for aboriginal elementary students in Hualien County from 1996 to 1998, and further making the comparison between aboriginal plain-dwelling students and mountain-dwelling students. From four item of horizontal equity-range, federal range ratio, variation of coefficient , and Mcloone index, this research comes up with the following conclusions: 1. Educational resources from Hualien Hsien and subsidies from central government for each aboriginal student is unequally distributed. 2. Because of personnel expense reaching 97% of current expenditure, other current expenditure for each students is so low that total educational expenditures are totally depended on central and provincial government subsidies. 3. The process of distributing subsidies is profoundly intervened by human factors as demonstrated by the awfully uneven allocation of educational subsidies among students. 4.Because of the number of students among schools vary considerably, too many mini-schools highly increase the costs of an educational unit. 5. The ratio of qualified teachers and the average age of teachers in mountain elementary schools are higher than those in plain schools. Such research results is totally different from previous ones.
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YANG, SHU-LING, and 楊淑玲. "破殼而出：十四位日出師院原住民女學生的教育經驗." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/41809809440750389826.
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碩士國立花蓮師範學院
多元文化研究所
89
Abstract Based on the black feminism and cultural ecology theory, this study is to explore the educational experience of fourteen aboriginal female students in Sunrise Teachers College. The study aims to develop a new vision that weaves race and gender issue together to provide an inspiration to aboriginal education. This study applied depth interview how the teacher’s attitude, peer relationship, preferential policies, extra-curriculum, formal curriculum affect their educational experience in terms of race and gender issue. Then, this study analyzed their subjective feelings about the unique experience and their expectation to their teaching in the future. The following findings emerge from this study: 1.Those aboriginal female students experienced more strongly in racial discrimination than gender discrimination. 2.The preferential policies for aboriginal students were a conflicting point between aboriginal and Han students. 3.School achievement and family support provided the aboriginal female students the motivation to study. 4.Many of the aboriginal female students suffered gender discrimination in their families. 5.College life is the crucial time for enlightening the aboriginal female students in racial and gender awareness. 6.The participants stated that there is not enough racial and gender curriculum in teacher’s education. 7.Most of the participants expected to develop students’ culture awareness in the aboriginal elementary schools in the future. According to above findings, some suggestions has been proposed: 1.There should be more courses about multicultural education, cultural anthropology and aboriginal society and culture in teachers education program. 2.The preferential policies for aboriginal students are helpful but the educational administrators should find some ways to decrease the discrimination accompanied with the preferential policies. 3.The influences of the interaction between the aboriginal culture and the mainstream culture should be considered in order to improve aboriginal female education. Key words: aboriginal female, aboriginal education, female experience
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許夙岑. "碧綠縣原住民地區公立幼稚園教師對於地方本位教育之觀點." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/q943vw.
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李芳菁. "宜蘭縣國民小學原住民民族教育與學童族群認同自我概念關係之研究." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/55783637019447045955.
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碩士佛光大學
社會學系
98
This study has analyzed the ethnic identity and self-concept of the aboriginal students in 4th, 5th and 6th grade who attain indigenous education in different ways in Yilan County public elementary schools. The purpose is to understand how different variables of individual background and indigenous education have the influence on aboriginal students’ ethnic identity and self-concept. Moreover, the relationships between ethnic identity and self-concept and the effect of variables of individual background and indigenous education on self-concept are discussed in this research. The “Scale of indigenous education, ethnic identity and self-concept for the Yilan County public elementary school aboriginal students” was developed and was used for the aboriginal students studying in Yilan County public elementary school in 98th academic year. 430 questionnaires were given and 389 valid questionnaires were collected. The data was analyzed with Mean, SD (standard deviation), T-test, one-way ANOVA, Pearson Correlation and multiple regressions and the results are as follows: (a) The level of both ethnic identity and self-concept of the aboriginal students is equivalently high. (b) The aboriginal students with different ages, parents’ identities, races and siblings would have difference in both ethnic identity and self-concept. (c) The aboriginal students who attained indigenous education in different ways would have difference in both ethnic identity and self-concept. (d) There is a positive correlation between ethnic identity and self-concept. (e) The variables of individual background and ways to attain indigenous education have a great impact on ethnic identity. (f) The variables of individual background, ways to attain indigenous education and ethnic identity have a great impact on their self-concepts. Finally, according to the results, 3 suggestions were proposed to schools, parents and researchers as a reference.
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許炳進. "台灣地區原住民教育文化政策之研究─以少數民族理論觀點為基礎." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/94086999908183135827.
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changchungyuan and 張中元. "日治時期原住民初等教育之探究-以呂家公學校(1905-1945)為例." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/59385038485694295296.
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碩士國立臺東大學
教育研究所
93
This investigation has been a focus of my own research on the educational policy rigidly enforced by the Government-General of Taiwan, and Lika Kogakko in progress, the period of time ranging from 1905 to 1945 during the Japanese colonial rule in Taiwan. To this research have been applied analyses of documentation, and collections including the education policy, the policy of ruling over the aborigines and the data associated with Lika Kogakko, supplemented with oral history depicting the actual circumstances by freguently visiting its old alumni still alive. The researcher consequently has achieved the following conclusion： 1. The primary education implemented during the Japanese colonial rule was principally aimed at the Japanese “emperialization” of Taiwanese and aborigines by Taiwanese and aborigines by means of education, obviously separating the three ethnic groups, Japanese, Taiwanese and aborigines from their educational opportunities. 2. Lika Kogakko conducted the Japanese colonial education according to the Covernment-General of Taiwan’s policy. The school designed dynamic courses and activities, and invited active participation of children within the Likavon community. The specifically targeted education was recognized as available to widen aboriginal children’s vision, and resulted in liability to gain better job opportunities. 3. Since the establishment of Lika Kogakko, there had been apparently excellent school-community rapport which afforded great facility for implementing political and pedagogical movements, and, what is more, the Likavon community eventually became the center of politics as well as education.
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李世豪. "認同的迂迴與實現： 一位都會區體育教師與原住民「Dahu」的對話." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/64828876614358016052.
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王武榮. "原住民國小教育與傳統文化傳承之相關研究----以臺東縣為例." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/80145196811729518132.
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碩士臺東師範學院
教育研究所
91
The indigenous peoples in Taiwan are said to have been the minorities that first inhabit in Taiwan. Though their population is quite few in comparison with other peoples in Taiwan, the Taiwan indigenes include eleven small tribes each with their own significant culture. Their traditional cultures were well preserved and passed down through generation to generation from their ancestral place. People can perceive from their culture that their ancestors used to take life seriously, and got very much attached to it. Each aspect of their culture shines with its luxuriance and gorgeousness. It is said that their ancestors develop their own kind of philosophy toward life that center around the whole universe. Yet people tend to misunderstand the Taiwan indigenes and hold in low esteem toward them believing that they are merely good dancers and are quite addicted to drinking. People even think that the Taiwan indigenes are culturally barren, and strive for living through poverty and strife. And ironically, people say that the Taiwan indigenes are about to vanish in few decades. It is easy to find out from the historical documents that the indigenous culture may be well preserved and developed if only the Taiwan indigenes have not suffered from the critical change in their living environment. In other words, they were forced by the various governments that once ruled Taiwan to give up their own traditional kind of life and convert themselves to cultures that are quite strange to them. The Taiwan indigenes, on the other hand, were caused to despise their own culture and they even underestimate their own identity. The indigenous communities crumble and lose its function in nourishing their culture. The Taiwan indigenes have discovered recently that they are now facing cultural crisis which might cause everything about their culture to diminish and die. Truly speaking, owing to the poor living condition the Taiwan indigenes are in, we may tell that the indigenous culture will grow vulnerable and even disappear from Taiwan. Nowadays the indigenous communities and even the public schools within the communities all engage in executing plans to revitalize the indigenous culture. But, somehow it cause people to worry about the inadequacy in executing such plans in schools. Besides, the schools even confront problems that are beyond their ability to solve. The government has neglected these problems for years, so they still exist. Not to mention the indecent time in executing the plans, the lack of teachers, textbooks and good teaching techniques, and the unreasonable budget. Therefore this study focuses on teachers’ understanding, opinions and attitude toward the school’s undertaking the task of revitalization of traditional culture. It also analyzes the ongoing situation and problems involved in the revitalization task. I hope this paper would serve to offer a few prospective proposals for the government and any schools.
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陳俊雄. "高學業成就之平地原住民學生家長教育價值觀及親師互動之研究." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/36647929860636286310.
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碩士國立花蓮師範學院
多元文化研究所
90
Abstract The intent of this study is to explore parents of high academic achievement aboriginal students in a suburb elementary school in terms of educational values and parent-teacher interactions. Drawing from the discussions and analysis, the study attempted to propose suggestions in order to improve communications among parents and teachers, and to raise student''s academic accomplishment and school adjustments. The participants in this study are the Amis students and their parents as well as teachers in a suburb elementary school in Hualian County. The researcher employed in-depth interview method to conduct semi-structured interviews (6 students, 6 parents and 6 teachers). Based on the analysis and discussions above, the conclusions were as following: The perspective of aboriginal parents on the educational values: 1) Unlike the traditional educational value of the ethnicity, parents’ attitudes toward children''s education were more positive rather than negative. Parents tended to pay more attention to children''s education. 2) Parents assumed more responsibilities, gave more attention to cultivate children''s basic abilities, and educate the good habits of living. 3) Parents helped their children to find out their own interests and aptitudes, to respect their teachers and the elder, and to be moral people. 4) Parents expected their children to accept higher education in the future, and to establish their families and careers. 5) Parents respected the value of school education. They hoped their children to value honors, to obey the disciplines, and to understand the importance of teamwork. The aspect of parent-teacher interactions: 1) The types of parent-teacher interactions included the homebook, telephone, and face-to-face communications. The communication via homebook was the most widely used. 2) The aboriginal parents hoped their children having more caring and learning opportunities. Parents were enthusiastic to school activities and quite willing to take part in the diffusions of mother''s system of school volunteers. 3) The aboriginal parents asked for helps from teachers through interactions including mentoring children''s homework assignments, providing related information, and guiding children''s behaviors. Based on the aforementioned conclusions, two suggestions were developed to improve parents’ educational attitudes and interactions with teachers: Suggestions for aboriginal parents: 1) Parents should enthusiastically participate in school activities to be perceived by their children. Parents should also engage in acquiring knowledge to be learning guidelines for children. 2) Parents should positively interact with teachers, establish multilevel communication channels, and resolve children''s problems. 3) Parents should positively communicate other parents. Due to different teaching styles for children, parents should learn from each other to enrich their educational resources . Suggestions for teachers: 1) Teachers should realize the importance of aboriginal education, understand the culture of aboriginals, and get along with students. 2) Teachers should use communication skills, and take good positions to assist aboriginal parents to resolve problems. 3) Teachers should hold regular parent-teacher meetings that work for parents, invite parents to their classrooms to share ideas that are beneficial for students learning, and get the helps from parents to assume tasks.
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陳春輝. "從原住民教育的角度探討師生互動之因素研究--以桃、竹、苗學區為例." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/47961413579275504530.
Full textAbstract:
博士元智大學
管理研究所
88
Abstract ( 摘 要 ) The study refers to the interaction between teachers and students, which will have impact on teaching effectiveness in aboriginal school region. To build the behavior pattern, inter-action before class, in class, after class, on holidays, in vacation are a must of teaching by building interaction patterns. The inter-action patterns consists of life-caring, spirit-caring, learning caring & parent-like caring. The proper & alternate use of the four patterns. These patterns will result in well-balanced education in five areas. This study is behaviorism oriented, empathizing the research of papers and records, personal visit approach, than corresponded with observation approach. So the true reality will be out and proper resolutions will come up with solution of the existing problems. The questionnaire will be within the boundary of Taoyuan, Hsin-Chu & Miaoli. The effectiveness of the teaching of the teachers in this area will be the target of the questionnaire. All elements of teaching will be included in the questionnaire – the design of teaching effectiveness, such as the lift of admission rate of the students, the cultivation of the good behavior of the student, and the demonstration of its effectiveness. Interaction between teachers and students in aboriginal school region will be the first concern for a well-rounded planning. To build positive interaction between students and teachers is the means to the goal – success and effective teaching. This study results in the following four concrete working patterns : 1. Life-caring pattern empathizes two-way care-the teacher protect and cares for students and the student respects the teacher. 2. Spirit-caring pattern forcuses the love of the teacher to students and the students benefit from their care and love. It is a one-way caring. 3. Learning-caring pattern also empathizes one-way caring in order to avoid improper affairs between teachers and students. 4. Parent-like caring pattern can be two-way love. The teacher treats his or her students as family members – children, brothers or sisters. Improper feelings and love will be avoided. Students also treat their teachers as their elders or seniors. From this study we will find that the educators will see a new possibility to help students in aboriginal school region by making good use of the happy and easy-going nature of the aborigines to develop their strength and get rid of their weakness. The education of the aborigines will be full of new vitality and competitiveness in this ever-changinging and pluralistic society. The interaction between teachers and students means good and is our ideal in teaching but the educators should provide incentives to their achievements. It also varies with the difference of time, place and people. As a teacher today, he has to take both traditional customs and the new teaching approaches into consideration and practice and be always ready to accept challenges for effective teaching. This study is specially designed to apply to the school region for aborigines to attain the educational goals – for the teachers in this region to teach effectively and for the administrators to manage efficiently – to ensure the well-balanced development of students both memtally and physically, in morality and in knowledge.
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Wu, Yue-Che, and 吳育哲. "原住民籍師院生生活滿意度、任教承諾及對師資培育制度看法之研究." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/52923519758790147199.
Full textAbstract:
碩士國立屏東師範學院
國民教育研究所
89
A STUDY ON THE LIFE SATISFACTION, COMMITMENT TO TEACHING, AND OPINIONS TOWARD TEACHER EDUCATION LAW AMONG STUDENTS IN TEACHERS COLLEGES. Wu, Yue-che Abstract The purpose of this study is to examine the degree of life satisfaction of aboriginal students on the part of teachers college students, commitment to teaching and opinions toward system of teacher education law in teacher college. The study employed two kinds of survey methods to collect data： questionnaire and interview. To achieved the purposes mentioned above , a questionnaire was developed and the survey was conducted on 185 aboriginal students from nine teachers’ colleges in Taiwan. The metric data were analyzed statistically by using t-test, one-way ANOVA, canonical correlation, chi-square test and multiple regression analysis. Moreover, the researcher also interviewed 10 aboriginal students individually. The content-analysis method was use to analyze the interview data. This study has come up with the following conclusions： 1. The degree of life satisfaction of the aboriginal students were above average level.There were significant differences among grades differences in the degree of life satisfaction . 2. The aboriginal students’ commitment to teaching was above average level. There were not significant differences in the differences on students’ demographic variables 3. There was a significant positive correlation between the degree of life satisfaction and commitment to teaching. 4. “self-development “, “school’ facility” are the factors that significantly account for commitment to teaching. Drawn from the findings in this study, some suggestions are thus given with the hope that they might serve as valuable information for those people concerned. Key words：aboriginal students， the degree of life satisfaction， commitment to teaching，aboriginal education.
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Sheng, Tsao Pao, and 曹寶升. "台東縣基層農會家政班家政推廣教育對原住民生活品質影響之研究." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/446nfa.
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LIN, MIN-FENG, and 林民豐. "原住民族教育政策之公私協力研究-以花蓮縣阿美族Cilangasan部落學校為例." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/31045038726396861907.
Full textAbstract:
碩士國立東華大學
公共行政學系
105
When the public sector suffers expansion of government power , bureaucratic sabotage , and financial difficulty , maximizing the benefits of limited resources will become an important issue . Therefore , encouraging the private sector to invest public services will become a useful strategy to improve efficacy of the public sector . To establish indigenous tribal school is an important policy which has been expected to carry out the aboriginal culture education . However , if only the top-down planning and implementation of the policy by the government , it will be difficult to implement the aboriginal culture education. Therefore , this study discusses the tribal school of Cilangasan and some relevant issues . The following issues include : (1) To discuss the current situation and the problems of the educational policies of indigenous peoples. (2) To discuss the process of establishing, operating and administering tribal schools in the policy network through joint efforts between the public and private sectors and various stakeholders. (3) To discuss the factors that contribute to the stability of public-private partnerships. (4) To discuss the impact of the implementation of the Indigenous Peoples Education Policy on the case. (5) To discuss how does the Theory of Public - Private Partnership affect Indigenous Education Policy. In this paper, I use the method of literature analysis to design the outline of the in-depth interview, and select the relevant administrative staff, teachers and parents of the tribe to conduct in-depth interviews. Relevant literature points out that the stability factors of public-private partnership include: major stakeholder, equal-profit relationship, institutionalization of cooperative relations, public - private trust relationship, and the degree of resource dependency. The study found that the stability factors in the case of public-private partnerships are closely related to the development of tribal schools. Therefore, this study argues that the application of the theory of public-private partnership in the education policy of indigenous peoples not only needs to define the specific rights and obligations of the public and private sectors, the bottom-up communication process and the transparency of policy information, we should take into account the traditional culture and historical context of various ethnic groups and respect the main body development of all ethnic groups in the process of concerted efforts. In the future, the aboriginal education system needs to be set up by the relevant legislation.
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Shih, Chiang-Fu, and 史強福. "台灣地區原住民重點小學實施「教育優先區計畫-學生學習輔導」活動之研究." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/48267851730924970590.
Full textAbstract:
碩士國立暨南國際大學
教育政策與行政學系
96
Abstract This study aims at investigating the implementation of ”Education priority area, EPA, project-student’s learning counseling” in the key elementary schools of the Indigenous People in Taiwan Area; the investigation scope includes: the administrative planning and implementation of the activity, curriculum arrangement and design and activity measurement and evaluation; it is hoped that suggestions for this activity is proposed later on. This study is mainly based on literature analysis and the questionnaire survey. Literature analysis mainly investigates the concept of learning counseling, related theory and the related study of activity policy. The target of the questionnaire survey is the school educational personnel for the implementation of this activity in the key elementary school of Indigenous People in Taiwan Area; moreover, statistical method is used to understand the problems faced during the implementation of the activity and the solving strategy. It is found from the research result that the problems faced by the school during the implementation of ”Education Priority Area Project- Student’s Learning Counseling” activity include: the class allocation trouble due to few number of student and too much difference in student’s level; the lack of professional advanced study opportunity for the teachers; the conflict in the timing between teaching activity and the development of featured activity in the school; teaching obstacle will be generated during the preparation of teaching material by the teacher due to too much difference in student’s level and the pressure of curriculum schedule; the effectiveness is not significant in teacher’s teaching performance; curriculum arrangement will bring tiredness to student and the repeating of the taught curriculum will cause dullness; the activity evaluation does not take into account the individual difference of student, that is, no evaluation contents of different difficulties are given. The solutions for the problems include the lowering of the limitation of the number of people for opening of a class and the arrangement of a class according to student’s demand and capability; the implementation of advanced study activity should be through the use of strategic alliance way; the implementation of teaching activity should be integrated and flexible; teaching design should consider student’s learning demand to perform individual-oriented teaching; meanwhile, learning counseling index should be constructed and supplementary teaching should be implemented; teaching should be adapted to student’s learning capability and style; in the curriculum arrangement, individual development space should be provided for students and the curriculum content should be rich and interesting; student’s learning and counseling evaluation indexes should be constructed to perform multi-element evaluation. Based on the research results, suggestions are provided for teacher, school, education administrative organization involved in the activity and the subsequent researches.