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

Abstract

促進教育機會均等一直是我國原住民族教育之理想，亦是教育人員及原住民族家長企盼之目標。換言之，唯有在教育機會均等的基礎上，原住民族學生方能於學習歷程中充分發揮潛能並獲致學習成就。 具體來說，本研究的目的如下：一、探討原住民族教育機會均等的意涵。二、瞭解國內外原住民族教育機會均等的政策。三、發現學校情境中落實原住民族教育機會均等現況與困境。 為了完成所述目的，本研究採用深度訪談與半結構式訪談法為主。 本研究將可獲得結論如下： 一、原住民族教育機會均等之意涵為將教育資源依據公平的原則，分配給每一位個體，不因種族、社會階級、性別、地理位置的不同而有差異。 二、我國原住民族教育政策特點為多種補助與減免辦法，透過族語認證作為原住民族學生升學優待依據；加拿大原住民族教育政策特點為在學前教育便清楚地建立學生文化認同；澳洲原住民族教育政策則具備可替換的教育模式；紐西蘭則有多種教育和訓練計畫 三、原住民族學生學習風格為共享、活潑與樂觀；各校均有族語認證課程，而學生仍面臨心理、文化、家庭與學習困境。

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..