台灣的人口結構正受到少子化與高齡化之衝擊，同時亦面臨族群組成異質化、多元化之挑戰。本文主要是藉由文獻探究與文件分析法，首先，瞭解近年來，台灣原住民族的人口結構，包括各族人口總數、年齡組成與遷徙變化的情況；其次，是探討當前原住民族教育發展之狀況；第三，是探究原住民族人口結構變遷的脈絡下，對於族群文化與教育所產生的衝擊與問題；最後，則是提出在此人口結構變遷下，對於原住民族教育政策之啟示。研究發現如下：一、台灣的人口結構增添異質化色彩：官方正式核定的原住民族計共有14族，原住民人口數目前已超過總人口數的2%，新生人口大過於全體新生人口的平均值，人口異質化的色彩漸現；二、原住民族的教育發展呈現不平等：原住民族能受到高等教育的人數有限，影響人才培育與民族文化延續。近年來，高等教育大眾化，原住民族學生就讀高等教育的人口比率雖大幅倍增，但是獲得碩博士學位者，遠不及全體平均人數；三、原住民族人口持續往都市遷移，對於族群文化之認同逐漸淡散。從原住民族人口結構趨勢，以及目前的教育發展情況，在教育政策的制訂方面，應由基礎教育著手，從家庭到學校之間相互配合，兼重族群文化之傳遞，強化族群文化的認同，讓原住民族文化因教育之實施而多元開展，藉族群尋根溯源，豐厚台灣文化源流之認識基礎。

Currently, the population structure of Taiwan is face of the dropping birthrate and towards an aging society. In the meanwhile, it is also up against the challenge of diversified and heterogeneous of different ethnic groups. This article was mainly through the method of literature review and document analysis, to what extend to probe into the influences to Taiwan aborigines under such a social background. The findings of this study were as follows. First, the population structure of Taiwan is heterogeneous: the formally official approved that the aborigines in Taiwan are composed of fourteen tribes. The population of indigenous peoples is above two percents of the total population, and it does increase the heterogeneity of Taiwan’s population. Second, the educational development of aborigines has displayed inequality. However, the aborigines who obtained their doctoral/master degrees are less than the total average population. Third, the overall effort from family to school, from community to society: the family organization will be the first to be affected in the Diasporas of aboriginal population. Therefore, the correlative sections should assist to develop the parenting education of the indigenous peoples families. Besides, it can also convey the culture of different ethnic groups. From the population structure tendency of aborigines, and the current situation of educational development, as to the constitution of educational policy, it should be undertaken from the basic education. There should be an interactive cooperation between families and schools. To promote the aboriginal culture to have a multi-development resulted from the education actualization. Further, to find our cultural root that will be able to enrich the culture of Taiwan.