本研究依據有關偏見的文獻編擬一套減低族群偏見的方案，主要目的在減低學生 對原住民的偏見。 本研究樣本取自八十五年度台北市東湖國小五年級學生，實驗組70名，對照組70名，教學前 兩組都接受量表的前測，教學後兩者皆接受後測，經共變數等統計分析，主要發現如下： 1.方案的教學可以提昇學生對原住民的正面印象。 2.方案的教學未能增進學生與同班原住民同學的互動程度。 3.方案的教學可以提高學生對政府積極補償原住民學生措施的同意度。 4.方案的教學可以提昇學生對原住民文化的欣賞程度。 5.方案的教學可以拉近學生對原住民的距離感覺。

　　　　　The purposes of this study, based on the literature about prejudice reduction, were to develop a ethnic bias-reducing program in order to reduce student bias towards aborigines, to elevate student critical thinking ability, to reduce student dogmatic opinions, and to increase self-conception of aboriginal students. The research samples were draw from fifth-graders in Taipei Municipal Ton-Hu Elementary School: 70 students for the experimental group and 70 for the comparative group. Both groups were pre-tested by use of a Likert-style opinionnaire, and were post-tested immediately following the 12-week unit of instruction. The main results are as follows: 1. The instruction of ethnic bias reduction can elevate students' positive impressions of aborigines. 2. The instruction of ethnic bias reduction can't encourage non-aboriginal students to make friends with the aboriginal students in the same class. 3. The instruction of ethnic bias reduction can raise the degree of the non-aboriginal students' consent to the government's favorable policies toward aboriginal students. 4. The instruction of ethnic bias reduction can promote students to appreciate aboriginal cultures. 5. The instruction of ethnic bias reduction can reduce social distance between students and aborigines.