| Summary: | 碩士 === 國立花蓮教育大學 === 多元文化研究所 === 94 === This purpose of this study was to explore Truku student’s learning styles. It applied ethnography to a Truku elementary school in northern Hualian County. Fourteen students were invited to participate in this study. It took nine months for classroom observation and the observation included the field of literature, mathematics, computing, social studies, native language, natural science and technology, and outdoor activities. In addition this study also interviewed with schoolteachers, students and the principal. This study analyzed students learning styles from emotive, cognitive and social dimensions.
First, learning style in emotive dimension.
(1) Students have strong curiosity but lower sustaining ability and endurance of frustration; moreover, when they have been encouraged, their lower sustaining ability will improve.
(2) Students have good imagination and less restriction when they are in harmonious and delighted atmosphere.
Second, learning style in cognitive dimension.
(1) When students communicate in Chinese, they often appear incompletes or inverted sentences. When they are reading and thinking about mandarin paper work, they need voice assistance to improve comprehension.
(2) During the children studying time, they usually rely on demonstration of proficient, and then they will imitate the procedures by themselves.
Learning style in social dimension.
(1) The students like to learn by helping each other in the team and glad to share with each other.
(2) The Truku students have deeply moral concepts; they obey the decisions of leaders or the senior.
(3) The Truku students respect “gaya”, which let them observe discipline and obey the law, and fear to infringe.
(4) The students have harmonious emotions with classroom teachers; both of them have natural and friendly interactions. However, there are some misunderstandings between teachers and students because of cultural difference.
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