[[alternative]]The adaptable problems of indigenous students schooling in the city: A Case Study of one girls' junior high school in the southern Taiwan

[[abstract]] 本研究以南部某女中三位原住民學童為研究對象，主要目的在了解及分析他們在文化差異和課業競爭的雙重壓力下，出外升學有何適應上的困擾，以及他們如何自我調適。長久以來，制度的缺失、漠視和壓抑，讓原住民無論是社經地位或文化傳統都遠遠落後一般平地漢人，而原住民學童從原鄉到平地就學在環境轉換過程中，如果經歷負面族群經驗，又缺乏師長、同儕有力的支持，同時面對截然不同的學校文化與自身文化有太大的落差、學習式態的不同、還有家長期望的差異，學業成就往往會低於一般平地學生，於是產生許多適應上的困擾和失敗的學習結果。如何引進外來資源，以共同力量把就學適應上的困擾和挫折降到最低，同時探討家長親職功能的加強、學童自信心的提升對原住民學童在學習成就上是否能成為正向的影響力。 研究者在將近三年的時間裡，參與課輔活動以及從旁觀察到原住民學童從多人競爭中，脫穎而出考上平地國中資優班的初喜悅；在三年就學期間，歷經一連串的挑戰，直到國中畢業，面臨直升高中或改選職技體系的抉擇時，從原先的目標一致到後來選擇不同的方向，這其中的轉折有太多的因素互相牽扯。研究者深切體認到，如果要改善原住民學童的學業成就以及適應問題，現階段可以從兩個方面著手，一是原住民學童學業輔導的加強及生活適應上的陪伴，另一則是家庭親職功能加強及部落的支持，家長及部落的期許及支持，是原住民學童奮鬥的動力及遇到挫折時的心靈寄託。除此之外，也要跟學校及老師保持良好的溝通管道，如此才能在往後競爭激烈的學習的路上提升學童的升學競爭力以及落實學習成效，最終更能形成一種向上流動的力量，帶回部落失去的自信心。[[abstract]] The research is targeted at three indigenous students in one girls’ junior high school of the southern Taiwan. The main purpose is to realize and analyze what their adaptable problems are in entering a higher school and how they self-adjust to such problems under the double pressure of cultural diversity and studying competition. For a long time, the defects, disregard, and the restraint of the system cause indigenous people fall so far behind the Hans in flat-area no matter in socio-economic status or cultural tradition. In the process of environmental change of school attendance from aboriginal -region to flat-region, the studying achievement of the indigenous students who have had negative group experience without strong support of teachers, parents, and peers, and faced huge differences existing in school culture and oneself culture, in dissimilar learning patterns, and in parents’ expectation at the same time often lowers than that of flat-area students, and therefore brings many adaptable problems and failed learning results. The research expands that how to introduce external resources and use our common force to reduce the school adaptable problems and frustration of aboriginal students to the lowest, and discusses that whether the reinforcement of parenting functions and the promotion of confidence can become positive influence on the studying achievement of aboriginal students or not. The researcher participates in remedial instruction activities in almost three years and observes the indigenous students’ joy in entering a gifted class of a flat-region junior high school by defeating a lot of students. During their three-year school attendance, they experienced a series of challenges and met the decision to enter high schools or vocational high schools. The ways of high school attendance they chose before they graduated from junior high school were different from that they wanted in the beginning, in which so many factors were involved. The researcher well aware that now we can start from two aspects to improve the studying achievement and school adaptable problems of indigenous students: one is the reinforcement of remedial instruction and the company in their lives; the other is the reinforcement of parenting functions and the support of their tribes. The support of aboriginal students’ parents and tribes is their power to struggle for living and their mind’s refuge when they suffer frustration. Furthermore, indigenous students should also keep good communication with schools and teachers to promote the competitiveness in entering higher schools and to carry out the effects of learning on the path of competitive learning from now on. This way, the power of upward social mobility will be formed and the confidence the tribes lost will be brought back