政策制訂者經常輕忽政策執行的困難度，以為訂頒某項政策，預期的改革就會自動產生。為了改善執行成效，學者因此主張應該以回溯方式來研究政策執行的議題，將焦點轉向基層單位，檢視學校執行過程是否真能達到政策預期目標。本研究選擇原住民學校推動傳統文化相關教育政策來檢視學校如何回應政策，我們以推動原住民學校傳統文化最熱切的花蓮縣布農族7所小學為研究對象，個別訪談了承辦學校文化活動的學校行政人員7人與家長21人。 本研究發現原住民學校推展傳統文化明顯受到政策與經費補助的影響，從正面而言，它讓學生對族群意象有正面的描繪，族語的學習與自信心都得以提高；但我們也發現推展傳統文化的型態受到經費、比賽與政策影響，偏向歌謠、舞蹈等項目；推動模式也朝向短線操作，廣度及深度不夠；推展傳統文化的目的明顯受到扭曲，使得家長陷入維護傳統文化與提升學生未來競爭力的兩難困境。本文最後針對原住民學校推動傳統文化之教育政策提出建議，期望有利於原住民教育之穩健發展。

Policy makers tend to assume that decisions to bring about change automatically result in changed institutional behavior. However, this is not the case. In order to improve the success of any education policy, scholars have suggested a “backward mapping” model to study the implementation process. This study used educational policies of promoting cultural activities in aboriginal schools as the case to investigate whether these policies bring their expected outcomes or not. Seven Bunun tribal elementary school administrators who are responsible for cultural activities and twenty-one parents were individually interviewed. We found that schools were heavily influenced by the policy. Policies to promote cultural activities in aboriginal schools did bring positive results: students’ confidence and the learning of native language have improved. However, we also found some negative effects. Folk songs and dances have been emphasized too much. Planning of cultural activities were only short-term. The purpose of promoting cultural activities has been twisted so that parents were put in the dilemma of promoting traditional culture or students’ competition in the real world. We then provide some recommendations to make policy implementation effective.