本研究的目的在於探討阿美族民俗舞蹈對原住民智能障礙學生自我概念之影響。本研究以準實驗設計將受試者分成實驗組與控制組，對實驗組作為期十六週之阿美族民俗舞蹈教學。本研究並以人種誌訪談瞭解經阿美族民俗舞蹈教學後對實驗組成員自我概念之影響與改變。主要的研究結果顯示： 一、實驗組在自我滿意、能力自我、心理自我、社會自我、自我認同、道德倫理自我及總自我概念等之後測之得分平均數高於控制組，但是並未均達顯著水準差異現象；實驗組並在自我滿意、能力自我、自我認同和道德倫理自我等之追蹤測驗之得分平均數高於控制組，但是亦並未均達顯著水準差異現象。 二、經人種誌訪談發現多數實驗組成員覺得自我概念大多有所增進與改善。 三、經人種誌訪談實驗組成員之教師均覺得學生參與阿美族民舞蹈教學後，學生的財我概念較為積極，亦變為良好。

　　　　　The main purpose of this study was to investigtate the effective of folk dance on self-concept in aboriginal students with mental retardation. This study design was using quasi-experimental design diving subjects into experimental group and control group. It took sixteen weeks experimental instruction for experimental group. On the same time, this study was also using ethnography to understood the effective of folk dance on self- concept. The conclusions drawn from the study were as follows: 1. The experimental group scored higher on the self satisfaction, capability self, personal self, social self, identity, moralethical self and totally self- concept in post-test than the control group. But there were no significant differences between groups. On the same time, the experimental group scored higher on the self satisfaction, capabilit self, identity, and moral-ethical self in follow-up test than the control group. But there were also no significant differences between groups. 2. Most of the experimental group students felt themselves' self-concept became positive and improvement much well through ethnography. 3. All teachers of experiment group discovered experimental group students of self-conecept became positive and improvement much well through ethnography.