| Summary: | 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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