| With the development of globalization and modernization,ethnic culture is gradually invaded by foreign and mainstream culture.Nowadays,cultivating people with ethnic cultural characteristics is the core goal of education for ethnic minorities.All countries and regions around the world are looking for answers to how to do it well.The indigenous experimental education,as the advanced development result in Taiwan recent years,is a new form for the indigenous education by using innovative ideas of experimental education.This study explores new ways to train ethnic minority talents under globalization by employing methods of literature research,field interviews,and historical and comparative analysis.At first,the thesis combs the development of indigenous education in Taiwan.There are four historical stages,namely the assimilation period(1945-1962),the integration period(1963-1987),the open development period(1988-2002),and the subjective development period(2003-present).Indigenous education in Taiwan has experienced an evolutionary process from assimilation to subjectivity development,from administrative orders to supporting long-term plans.At present,the indigenous education in Taiwan has been developing rapidly.However,some problems still need to be settled urgently,such as students’ poor basic learning ability,insufficient indigenous teachers,incomplete indigenous knowledge system,and incomplete education of ethnic culture inheritance.Then,the thesis summarizes the development of indigenous experimental education in Taiwan.The indigenous experimental education in Taiwan is developed on the basis of experimental education after its initial gestation period(before 1999),budding period(1999-2013),and law perfection period(2014-present).The indigenous experimental education in Taiwan has rapidly emerged and developed on account of the requirements to protect the indigenous language and culture,a legal basis provided by the three laws of experimental education,and the continuous promotion of indigenous education policies.Next,the thesis takes three indigenous experimental primary schools of Changrong Lily Indigenous Primary School,Dimoer Indigenous Experimental Primary School,and Beiye Indigenous Experimental Primary School as examples to explore the characteristics of the indigenous experimental education in Taiwan.Through analysis and comparison in objectives,environment,curriculum and teachers,the characteristics are summarized.On the connotation level it involves the establishment of self-confidence in the indigenous culture,the inheritance of indigenous cultural knowledge,the experience of indigenous culture,and the improvement of indigenous cultural skills.More specifically,the self-confidence is guided by objectives and concepts;the inheritance of knowledge is based on the curriculum and teaching;the experience is influenced by the environment;and the skills are exercised in practice.On the operational levels it involves macro loosening and micro refinement,process specifications and precise links,extensive participation and rich connections.Finally,the thesis reflects on the indigenous experimental education in Taiwan and discusses the future developing direction of school education in ethnic minority areas under modernization and globalization.The study finds that the government should reduce the "control power" while enhancing the "service ability",and schools should bring out "limitless" possibilities by "limited" autonomy.Parent-child co-learning and home-school interaction will benefit the trust for school education,and parents’ worries on school selection can be dispelled by making up for the shortcomings of education itself and satisfying the needs of parents.Students are faced with identity choices and academic pressure.School education should offer positive guidance and teach students in an appropriate manner in order to cultivate talents. |
