本文在透過文獻分析方式，建構學校與社區結合的理論基礎，並探究原住民學校 與社區結合困境形成的可能原因，最後，提出具體改革建議，以供原住民學校與社區結合參 考。由理論基礎可知，學校與社區的結合對兒童教育有許多正面影響，而透過對原住民學校 與社區結合困境的探討，我們瞭解原住民家長本身並非如學校人員所說的不重視教育，只是 他們對學校教育系統持悲觀的看法，而且在子女教養方式、教育價值觀、語言方面與學校教 職員的看法不同，加上學校方面的偏見，以及時間的限制，導致原住民學校與社區彼此結合 無法有效進行。 有鑑於學校與社區結合的重要性，與原住民學校與社區結合所存在的困境，我們提出幾項具 體建議，包括（一）體認學校與社區、家長結合的必要，將學校與社區結合成果納入學校績 效考核標準；（二）主動參與社區活動，培養對不同文化與價值觀的尊重與接納；（三）開 設親職成長課程，提昇家長參與學校的自信心；（四）給予學校更大的辦學自主空間，創造 學校社區結合的有利條件。

　　　　　The major purpose of this article is to explore the collaboration difficulties between aboriginal schools and communities. Through the literature review, we first investigate the theoretical foundation for cooperation between aboriginal schools and communities. Then we present the collaboration difficulties and their causes. In the last part, we provide practical suggestions to strengthen the cooperation between schools and communities. Based on these findings, our suggestions are as follows: 1. that educators recognize the importance of collaboration between schools and communities; 2. that educators respect and accept multi-cultures and values; 3. encourage parents to feel confident in participating in their children's academic experience; 4. that there be support from upper level of education administration.