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Title:	十二年國民基本教育之原住民族教育試行：部落參與、文化回應教學、與課程實施的對話
Other Titles:	Trial implementation of indigenous education in the 12-Year Basic Education: A dialogue between tribe participation, culturally responsive teaching, and curriculum implementation
Authors:	林明佳;王雅萍 Lin, Ming-chia;Ong, Nga-ping
Contributors:	國立政治大學邁向頂尖大學計畫創新研究團隊
Date:	2016
Issue Date:	2017-06-19 17:35:42 (UTC+8)
Abstract:	地區本位的課程發展經營(如：家長與社區的參與、教師的多元文化回應、合作性決策模式)是回應學校在地化課程發展需求及學生多元文化需求的一項重要創新要素。此要素亦反應在十二年國民基本教育總綱(簡稱新課綱)的基本精神：亦即，結合學校在地資源與人力發展「學校本位課程」(含校訂課程、一般學科)，並鼓勵家長參與，期使學校教育的影響力打破教室學習的界線，讓學生走出教室後，持續緊密連結學習與生活。因此，十二年國教的學校辦學重點為擴大社會參與學生的學習，有效結合在地部落/社區資源發展課程，鼓勵老師的多元文化回應，以達成「成就每一個孩子：適性揚才、終身學習」的課程願景。上述的課程願景及基本精神對於原住民族教育的課程及教學或許提供了更多開展的可行方向、有效的課程實施模式，以更全面地提升我國原住民族教育的成效，然這些課程實施模式亟待探討。本研究旨在探討落實新課綱中原住民族教育在地化之可行模式。透過訪談五位原住民族重點學校的校長(跨越國小、國中、高中三個階段)，及觀察兩所研究合作學校目前試行的新課綱中原住民族教育課程，本研究初步探討，結合學校鄰近部落/社區資源，耆老智慧，鼓勵教師的多元文化回應，促進共同研發並實施在地化原住民族課程之可行性。The area-based curriculum development is an innovative element that is designed to meet the needs of the students’ multi-culture background and the curriculum development (e.g., participation of parents and community, multi-cultural education of teachers, collaborative decision mode). This element is also manifested in the values of the general curriculum guidelines of the 12-Year Basic Education (abbreviated as the new curriculum guidelines). That is, when developing curriculum, school administration should integrate the localized resources and personnel into “school-based curriculum development” (including school-directed curricula and general subjects), encourage parental participation, so as to make the schooling influence extending from classroom to life, and to make students closely connect learning with life.
Relation:	2016創新研究國際學術研討會: 以人為本的在地創新之跨領域與跨界的對話 2016 International conference on innovation studies- human-centered indigenous innovation: trans-disciplinary dialogue 會議日期:2016.11.12-13
Data Type:	conference
Appears in Collections:	[2016 International conference on innovation studies] Conference papers

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