我國原住民族學生之學習適應研究已累積相當成果，然而卻多關注於都市原住民或部落原住民學生對於一般教育體制之學習適應，少有針對實施民族教育下之原住民族學生對於學校文化課程之適應情形之探討，亦缺乏將國內原住民族學生對於文化課程之學習適應現況理論化之探究。基於此因，本研究選取一中部實施民族教育之學校，採取三年期縱貫式的研究期程，以文件分析、觀察法與訪談法瞭解該校學生之學習適應現況。本研究欲達成下列兩項目的：（一）瞭解該校相關人員對實施民族教育之觀點與實施現況；（二）分析學生在實施民族教育之後的學習適應與族群認同之改變情形。本研究之執行成果將釐清民族教育與一般教育之間的辯證情形；對於學生之學習適應、學習成效、族群認同是助力或是阻力亦將予以探索，並提供相關資訊供後續各教育相關單位推動民族教育之參考。

　　In Taiwan, research on learning adjustment among aboriginal students has produced ample findings; yet, they focus mainly on urban or tribal aboriginal students’ adjustment to the overall education system. Seldom do researchers explore how aboriginal students adapt themselves to culture courses provided at school when ethnic education is integrated into the education system. Besides, there is a lack of theoretical research on the current situation of how aboriginal students adjust themselves to culture courses. Because of the reasons stated above, this study chose one school that integrates ethnic education in central Taiwan and did a three-year longitudinal quantitative research, adopting document analysis, observation and interview to gather more information on aboriginal students’ learning adjustment in this school. The purposes of this research are as follows:

(1) To understand staff members’ opinions on ethnic education and the current situation.

(2) To analyze how students adjust themselves to ethnic education and how ethnic education influences ethnic identity.

　　This research will clarify whether ethnic education is a boon or an obstacle to learning adjustment, learning efficacy and ethnic identity and hopefully, provide relevant information for the authorities concerned that aims to promote ethnic education.