十二年國教原住民族語文課程綱要形塑之研究 Developing Indigenous Language Curriculum Guidelines for Twelve-Year Basic Education in Taiwan: A Process Study

Abstract

本研究基於原住民族語文課程和臺灣社會脈絡具高度相關性，相較其他 領域的課程發展，複雜程度又更高，因此，選擇原住民族語文課綱作為研究對象，探討其形塑歷程。為達此研究目的，本研究採訪談及文件資料的蒐集與分析方法。透過相關資料的分析後發現，原住民族語文課綱形塑歷程並非完全按最初規劃的程序運作，受到相關事件或因素影響，使得形塑軌跡產生非預期的轉折。此外，分析該課綱形塑歷程也發現，出現一些具爭論性的課程議題，包括領域課綱的疆界與內涵、課綱發展的組織與運作機制、學生課程修習的設計，以及學校教育實務現場的配套等。最後，本研究透過課程政策理論與形塑實際的對話，對原住民族語文課程綱要形塑的重要議題再進行綜合性反思，並針對所遭遇的問題，提出未來發展原住民族語文課程綱要的建議。 Indigenous language curriculum guidelines are highly relevant to Taiwan’s social context and more complex compared to curriculum development in other fields. Therefore, this study explores the development process of these guidelines within the framework of Twelve-Year Basic Education Curriculum. To achieve this research purpose, the study employs interviews and document analysis. Findings reveal that the process of crafting the indigenous language curriculum guidelines deviated from initial plans due to various events and factors, resulting in unexpected developments. The analysis also uncovered several controversial curriculum issues, including the scope and content of the field guidelines, the organizational structure for guideline development, the design of student course options, and practical implementation in schools. Through a dialogue between curriculum policy theory and actual practice, this study reflects on key issues in developing the indigenous language curriculum guidelines. Based on the challenges identified, recommendations for future refinement of these guidelines are proposed.

Keywords

• 原住民族語文
• 課程形塑
• 課程政策
• 課程綱要
• indigenous language
• curriculum development
• curriculum policy
• curriculum guidelines