本研究以多元文化教育課程轉化的整合探究概念架構並配合國外實例，評析我國現階段原住民民族教育政策發展。首先，在理想課程與正式課程層級：原住民族委員會推動的「民族教育為特色之學校本位課程計畫」，以及教育部發布的「十二年國民基本教育課程總綱綱要」，皆強調原住民重點學校應利用彈性學習節數實施民族教育，使原住民學生學習本族文化至少每週1節課，顯示主要採取「單一族群研究取向」的政策；總綱雖將原住民族教育列為十九項「議題」之一，但不再制定議題課程綱要，建議仍應基於「多元文化教育取向」訂定具主體性的民族教育課程綱要。其次，在知覺課程與運作課程層級：須依法落實原住民族教育師資培訓，促進教師落實「單一族群研究取向」的民族教育課程，並善用「多元文化教育取向」將部落文化融入學習領域來提升學習切身性，進而以「社會重建主義取向」規劃民族議題行動課程，落實「十二年國教課程總綱」的公民社會參與理念。

This study aims to review the multicultural curriculum transformation of recent Indigenous Ethnic Curriculum policy development in Taiwan. In the ideal curriculum and formal curriculum levels: The Council of Indigenous Peoples conducted the “Indigenous Ethnic School-Based Curriculum Poject” and the Ministry of Education adopted the General Curriculum Guideline for Grades 1-12 Fundamental Education mainly based on the “Single-Group Study Approach,” both recommending that the schools in Indigenous areas should implement Indigenous Ethnic Curriculum with “flexible curriculum”. However, based on the “Multicultural Education Approach,” concrete Indigenous ethnic curriculum guideline is essential to ensure the subjectivity of Indigenous Cultures. In perceived and operational curriculum levels: The professional development is the key to ensure the teachers to implement the curriculum of “Single-Group Study Approach,” the integrated curriculum of “Multicultural Approach” and especially the action oriented curriculum of “Social Reconstruction Approach” on Indigenous issues to enhance students’ competencies on civil action and to fulfill the aims of the new Curriculum Guideline.