基於對原住民教育的關心，以及研究者在山地國小進行課堂觀察與數學科臨床教學的經驗，本研究期望能透過在山地國小從事田野研究，得以了解原住民兒童學校學習的過程中，與其學習經驗相關的社會文化脈絡，並探討兒童們如何在此社會脈絡裡進行學習。同時，為了獲致較深入的理解，研究者選擇以花蓮縣秀林鄉泰雅國小（化名，該校教師80%為原住民，泰雅族學生的比例約佔99%以上）為研究場所。 本研究採用觀察、晤談與文件分析等方法蒐集研究資料，並由社會文化脈絡的觀點，以及人際互動的歷程，描述與分析原住民兒童的學校學習適應狀況，結果發現：在山地社區裡，由於文化傳統、社區環境、家庭背景、兒童學習特性，與現行以漢文化為中心的學校教育體制（課程、教材、教學、評量、師生互動、班級經營）存在著文化差異的現象，且相關的原住民教育政策、師資培育過程，都未重視此文化差異的事實，致使大多數的原住民兒童、山地籍教師乃至原住民家長都在此等社會脈絡情境下，感到無力與挫折，而原住民兒童更是在學校教育的歷程中，比一般的平地籍兒童遭遇更多的學習適應問題。 根據上述，本研究建議未來的原住民教育改革，應在一個統整、嚴謹的思考架構下，由社會文化脈絡的觀點，了解山地社區中，原住民兒童、社區家長及山地國小教師的需求，以一種「尊重差異」、「尊重專業」的態度，鼓勵原住民兒童、家長與山地國小教師參與原住民教育改革，並透過更深入的基礎性研究與行動研究，將原住民教育改革的理念，深化並落實到第一線的教育現瑒。

　　　　　This paper reports on a field study which was undertaken in an aboriginal elementary school to understand aboriginal students' learning experiences and their interactions with the social cultural context. This study took place in a Elementary School in Shiow-Lin County, Hualien (About 80% of the teachers are aboriginal people; more than 99% of the students are Atayal). This study utilized observation, interview, and document analysis to gain information. In addition, this study described and analyzed aboriginal children's learning experience from the perspectives of social cultural context and human interaction process. Findings indicate that most of the aboriginal students, teachers and parents feel frustrated; the aboriginal students confronted more learning problems than the Han students. This may be the reason that the Atayal cultural tradition, community environment, family background, and students' learning style are different from the current mainstream school systems. Another reason may be the education policy and teacher development process for aboriginal people do not reflect cultural differences from Han and Atayal cultures. Based on the findings, the study suggests that the cultural differences should be take into account when reforming the aboriginal education. The needs of the aboriginal students, teachers, and students should be understood from social cultural perspectives. They should be encouraged to participate in educational reform based on the attitudes of "respecting difference" and "respecting profession". In addition, the ideals of aboriginal educational reform should be implemented in the classrooms through basic or action research.