本研究旨在探討原住民學童學習式態的特質，以及社區文化與學習式態之關聯。本研究採取質性方法，以花蓮縣秀林鄉泰雅族社區一所小學的25名六年級學生為研究對象，進行國語及數學二個科目的教室觀察，並且對教師、學生、家長與社區人士進行辦結構式訪談，再輔以相關文件的分析為參考。研究結果發現：泰雅學童的文化差異背景構成某種學習上的困難、泰雅學童學習式態特質包括偏好同儕學習、偏好動態學習、偏好在活潑與非正式情境的學習、偏好視覺影像的學習。上述學習式態之特質均與學童社區文化背景有關。依據研究發現，研究者提出改善課程教學、改善師資培育、繼續發展想關研究等方面之建議。

The main aim of this paper is to study the learning styles of Atayal students and its relationship with their community culture. Qualitative approaches, including participant observation and in-depth interview, were used by the researcher. Twenty-five samples were randomly chosen from sixth-grade in a primary school located in the Atayal community of Hualien County, the eastern part of Taiwan. From September 1999 to April 2000, the researcher participated in Mandarin and Math classes 5 hours per week to observe the students’ learning styles. In addition to observation approach, the researcher also interviewed teachers, students, parents, personages in the community, and gathered documents as reference to students’ learning styles. The main findings are as follows: 1. Cultural differences create learning difficulties for Atayal students. 2. Atayal students prefer to study cooperatively. 3. Atayal students prefer to study kinesthetically. 4. Atayal students prefer vivacious teaching styles. 5.Atayal students prefer to learn under informal circumstances rather than formal ones. 6. Atayal students prefer to learn by vision and images. 7. There are indeed relationships between learning styles and community culture. According to the findings, sereval suggestions are proposed, such as increasing the opportunities of multicultural education to teachers, improving the instruction skills of teachers for fitting the characteristics of Atayal children’s learning styles, using quantitative method in future study, and constructing the learning style models of Taiwan indigenous children.