大專校院原住民專班學生就學動機、學習經驗與學習成效之研究

A Study on the Enrollment Motivation, Learning Experiences, and Learning Outcomes of Indigenous Students in College Indigenous Programs

臺灣大專校院原住民專班係因應原住民族高等教育結構性不平等而設置的政策機制，然現有研究對學生主體學習經驗缺乏深入探究。本研究以四所大學四類領域之原住民專班學生共18位為對象，透過半結構式焦點團體訪談，探究就學動機、學習經驗與學習成效。結果顯示，跨縣市遷移與都市成長背景構成原住民專班學生的典型特徵；就學動機方面，師長與人際推薦為最主要外在動機，族群歸屬感為最普遍內在動機；學習成效呈三面向不均衡，情意態度（族群自信與文化認同）成效最顯著，行為實踐（回鄉服務意向）次之，知識技能（族語能力與文化知識）因師資文化素養不足及課程與部落脈絡脫節而成效最薄弱。研究發現，原住民專班確實發揮「文化安全場域」功能，同儕共學是強化情意成效的核心機制。然而，若要真正提升至民族教育場域，有賴師資文化厚度與課程文化深度的系統性強化。

Indigenous programs (yuanzhumin zhuanban) in Taiwanese higher education were established to address structural inequalities faced by Indigenous students, yet students’ subjective learning experiences remain underexplored. This qualitative study conducted semi-structured focus group interviews with 18 Indigenous students across four universities and four program types to examine enrollment motivations, learning experiences, and learning outcomes. Findings reveal that inter-county migration and urban upbringing are typical characteristics of enrolled students. Teacher and peer referrals were the primary external motivation, while pursuit of ethnic belonging was the most common internal motivation. Learning outcomes were unevenly distributed across three dimensions: affective outcomes (ethnic self-confidence and cultural identity) were strongest, followed by behavioral outcomes (intentions to serve home communities), while cognitive outcomes (indigenous language proficiency and cultural knowledge) were weakest due to faculty’s limited cultural competence and a disconnect between curriculum and tribal contexts. The study concludes that Indigenous programs function as a cultural safe space, with peer learning as the core mechanism for affective gains; however, advancing toward a genuine ethnic education setting requires systematic strengthening of faculty cultural depth and curriculum cultural relevance.