原住民族教育融入校本課程之個案研究――於多元文化族群學校運用回應式評鑑模式探討

A Case Study on the Integration of Indigenous Education into School-Based Curriculum: Exploring the Use of Responsive Evaluation Models in Multicultural Schools

本研究旨在探究原住民族教育融入校本課程之個案研究-於多元文化族群學校運用回應式評鑑課程，並運用R.E.Stake的回應式評鑑模式來轉化實施成效。本研究經由13位利害關係人溝通對話後，發現「沉浸式教學」為該校推動原住民族教育融入校本課程較具有特色，故將此議題列為評鑑範圍，藉由參與觀察、深入訪談及文件分析等方法蒐集評鑑資料。其研究結果發現有三：一、個案學校採用沉浸式教學、從生活中相互學習、模仿融入校本課程之素養能力；二、個案學校以多元文化概念融入語言教育之校本課程轉化；三、教師刻板印象轉換、換位思考，使學生勇於嘗試、展現自信、發揮獨有創意性，以確保所有學生都能夠接受公平的教育。
最後本文探討多元文化族群校園中回應式評鑑對原住民教育和校本課程的影響。其研究發現，回應式評鑑有助於提高原住民學生的學習成效和參與度，並促進校園文化多元化。此外，校本課程也為學生提供了更貼近他們實際需求的學習內容，進一步增進了學生的學習成效和自信心。透過回應式評鑑，學校可以了解多元文化族群對學校的需求、評估目前的政策和方案是否有效，以及制定未來的改進計畫。建議相關教育機構和政策制定者應重視多元文化族群校園的建設和推廣，並支持回應式評鑑和校本課程的實施。

This study aims to explore a case study on the integration of In¬digenous education into school-based curriculum within a multicultural school, utilizing R.E. Stake’s responsive evaluation model to assess the effectiveness of implementation. Through dialogues with 13 stakehold¬ers, it was found that“immersive teaching”is a distinctive feature of the school’s efforts to promote Indigenous education within the school-based curriculum. Therefore, this topic was included in the evaluation scope, and evaluation data was collected through methods such as participatory observation, in-depth interviews, and document analysis. The research findings reveal three key points: 1) The case school adopts immersive teaching, learning from life experiences, and integrating competency skills into the school-based curriculum; 2) The case school transforms language education by incorporating multicultural concepts into the school-based curriculum; 3) Teachers’transformation of stereotypes and perspective-taking encourages students to take risks, demonstrate confi¬dence, and express their unique creativity, ensuring that all students re¬ceive equitable education.
Finally, this paper discusses the impact of responsive evaluation on Indigenous education and school-based curriculum within a multi¬cultural campus. The findings indicate that responsive evaluation helps improve the learning outcomes and participation of Indigenous students and promotes cultural diversity on campus. Furthermore, the school-based curriculum provides students with learning content that is more aligned with their actual needs, further enhancing their learning out¬comes and self-confidence. Through responsive evaluation, schools can understand the needs of multicultural groups, assess the effectiveness of current policies and programs, and develop future improvement plans. It is recommended that relevant educational institutions and policymakers prioritize the construction and promotion of multicultural campuses and support the implementation of responsive evaluation and school-based curriculum.