「和而不同」的學校觀——平地與原住民的學生文化

Harmonious but Different School Education Perspectives－The Culture of Han and Aboriginal Students

本研究針對就讀原住民地區完全中學之本地原住民學生與外來平地生，探討其看待學校教育包括對學校、課程、教師與同儕的觀點及相對應的行動策略，刻劃出學生於學校場域中適應並解決生存問題的想法與行為模式。在社會結構限制與學校意圖為學生增能的雙重作用下所產生的學生文化，透過觀察與訪談的質性研究策略，梳理文化脈絡並詮釋學生觀點及行為態度在學校情境中的意義。描述原住民地區完全中學之的學生文化及其差異，並分析影響原住民地區完全中學學生觀點及行動的社會文化脈絡。研究發現外來平地生和本地原住民發展出二元文化參照架構來解釋學生學校教育觀的依據，透過以學生為主位檢視學校文化、課程教學的建置與發展，最後歸結學校制度及社會文化脈絡的影響，以作為未來設置相關學校的政策實務之參考。

For local aboriginal students and Han students who are studying in complete middle schools in aboriginal areas, explore their views on school education, including their views on schools, courses, teachers, and peers, and corresponding action strategies, and delineate the students’ adaptation in the school field and solve the problem of survival thoughts and behavior patterns. Under the dual effects of social structural constraints and school’s intentions to empower students, students’culture are developed through qualitative research strategies of observation and interviews to sort out the cultural context and interpret the meaning of students’ views and behaviors in the school context. Describe the cultural patterns and differences of students in complete middle schools in aboriginal areas, and analyze the social and cultural context that affects the views and actions of students in complete middle schools in the aboriginal areas. The study found that the foreign flatlanders and the local aborigines developed a dual cultural reference framework to explain the basis of the students’ school education concept. Through the student-centered examination of the school culture, the establishment and development of curriculum teaching, and finally the school system and social culture. The influence of context is used as a reference for the policy practice of setting up relevant schools in the future.