本文主要探究國定課程架構中《毛利語言課程綱要草案》（The Draft Curriculum of Te Reo Māori）。此一新頒佈的草案意在徵詢各方意見，以作為進一步定稿的參考。毛利語言課程綱要不僅是語言課程綱要，其亦含括了毛利哲學與文化傳統，是本土知識的「再現」；但是在其中亦可看見對全球的關懷，並非將毛利自絕於世界之外，而是將自身置諸與更廣大之世界的連結中，使得毛利語言與知識得以「創新」。也許，這樣的連結未必與我們習以為常的「全球教育」或世界公民教育論述一致，卻反應毛利族群的世界觀以及與世界的連結方式，一種既本土又全球的連結。
本文先簡介紐西蘭的學制、毛利語言教育的相關機構與背景脈絡，進一步鋪陳毛利語言教育的相關政策，以作為理解毛利語言課程的根基；在此基礎理解之上，介紹毛利語言課程草案。繼之分析毛利語言教育相關政策與語言課程草案的特質，及其可供我國原住民族族語教育參考之建議，如層級結構的政策、以毛利文化與哲學為核心概念、一貫體系且全面性的課程綱要、與更廣大世界的連結、彈性發揮的空間、表現本位與結果本位的政策取向、證據本位的政策規劃等。

This article aims to introduce Maori language education policies and the curriculum of Maori language education, so as to understand how the Maori language curriculum responds in a local and global context. In the final section, the author analyzes the characteristics of Maori language policies and the draft curriculum and, based on the experiences of Maori language education, recommends some suggestions for improving our indigenous language education. The characteristics of Maori language policies and draft curriculum are as followed: hierarchy of policies, Maori culture and philosophy as the core concept of policies and curriculum, coherent and holistic curriculum statements and guidelines, connection to the broader world, flexibility, performance-based and outcome-based policies, and evidence-based policy planning.