本文的主要目的，在於探討日治時期官方原住民教育策略的變革。進入台灣之後的日本殖民者，為了攫取山地豐富的資源，勢必威撫並施，使統治者輕易地操弄原住民，此時教育策略的運用，成為整個殖民事業的必要組成。初期的教育策略在於改變生活習慣，成為順良農民的消極策略。到了「五年理蕃計畫」結束後，教育逐漸往國民養成的目標前進，看得出原住民有成為日本人之可能。到了皇民化運動開展之後，為了應付戰爭所需之人力與物力，教育轉而為培育「皇國民」的積極策略。而在原住民的治理上，從初期的消極防堵到威力鎮壓，直到統治後期，教育則成為原住民治理的主要工作。

The main purpose of this study is to inquire the change of Japanese educational strategies on the indigenous people in Taiwan during 1895-1945. The educational strategy plays the key role in the extension of the Japanese colonial enterprise. To exploit the resources in the mountain area in Taiwan, Japanese colonial governor had to apply a carrot-and-stick approach to control the indigenous people. It was a necessary combination of politics and education in developing the colonial enterprise. The indigenous governmental strategy was focused on containment policy at the initial stage, and the curriculum of primary educational institution was required just on an easy level with a goal of changing the indigenous traditional living habitudes to adopt new ones. During the middle colonial period when the strategy of suppressing indigenous people was rather successful, adopting Japanese language and agriculture then became the main subject matters. The instruction of the language was for the indigenous people to understand and follow the authoritative orders, while the one of agriculture was to train them to become farmers so that they would not move to other places. Finally, at the nationalization stage, initiating-war-mobilization-strategies were applied to nationalize the indigenous people as Japanese subjects so that they would voluntarily sacrifice for the war initiated by Japan.