十二年國教原住民族語文課程綱要形塑之研究

Indigenous language curriculum guidelines are highly relevant to Taiwan’s social context and more complex compared to curriculum development in other fields. Therefore, this study explores the development process of these guidelines within the framework of Twelve-Year Basic Education Curriculum. To achieve this research purpose, the study employs interviews and document analysis. Findings reveal that the process of crafting the indigenous language curriculum guidelines deviated from initial plans due to various events and factors, resulting in unexpected developments. The analysis also uncovered several controversial curriculum issues, including the scope and content of the field guidelines, the organizational structure for guideline development, the design of student course options, and practical implementation in schools. Through a dialogue between curriculum policy theory and actual practice, this study reflects on key issues in developing the indigenous language curriculum guidelines. Based on the challen