| Summary: | 碩士 === 國立屏東教育大學 === 教育學系碩士班 === 102 === The research aims at investigating the curriculum design and the teaching efficiency of culturally responsive teaching which teachers carry out in the life curriculum on the elementary students of lower grade, enhancing the student’s knowledge and identification of own culture and increasing the teacher’s self-growth. The research adopts the method of action research to compare with original sample and experimental sample and to collect relevant information via the quantitative data of the cultural identification questionnaire through the qualitative participant observation, the interview and the document analysis. The teacher adopts the collaborative teaching and self-edits theme activities of tribal culture on the basis of life curriculum to carry out in the class for two semesters. The conclusion as following:
Ⅰ.The aspect of life curriculum:
ⅰ.The teaching objective of the curriculum design which is based on five main categories of abilities and the capacity index would correctly guide the student to practice the ability of living during the class. The analysis and transformation of the textbook would meet the student’s locally living experience and raise the learning motivation of the student.
ⅱ.The school expands the learning place into tribes where is the best place to teach the student how to respect and appreciate the local culture, and also to train five senses of the student. The experiential curriculum and cooperative learning approach are the suitable methods for the learning style of aboriginal students and the student would be glad to explore and to experience during the course.
ⅲ.Integrating culturally responsive teaching into life curriculum would make the course and pedagogy more complete and diverse.
Ⅱ.The aspect of culturally responsive teaching:
ⅰ. The biggest effect of culturally responsive teaching is the combination and relations between children and tribes getting closer and closer. Moreover, the care during the teaching and the culture as well as the communication of the class would increase the student’s self-expectation of learning.
ⅱ To construct a learning environment of culturally responsive teaching in the field of education would increase the learning efficiency of the student.
ⅲ.The culturally responsive teaching provides the student opportunities to perform their multiple intelligences, gives more successful chances to the student and offers the best performing stage for the student.
ⅳ.To fully connect resources of the community and activities of the tribe would achieve the goal in cultivating the student to be a social citizen.
ⅴ.Multicultural education which is an education of political empowerment provides the mutual empowerment for family, teachers and students.
ⅵ.The aboriginal school requires aboriginal teachers participating in collaborative teaching that would improve the learning efficiency of the student.
Ⅲ.The aspect of teacher’s action research:
ⅰ.The accomplishment for teachers in the idea of self-education.
ⅱ.Teacher professional autonomy shapes “learning community”.
ⅲ.The teacher should have multicultural literacy to respect for, learn from and appreciate every student from different cultures.
Finally, on the basis of research findings and the reflection of the researcher, the suggestions of the research are made to serve as references for teachers, school administrators, administrative units of education and future researchers.
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