本文為「原住民課程規劃研究」第二年研究報告之摘要，本研究旨在發展原住民學童的多元文化課程模式，並編制實驗教材，以作為實際教學之用。整體而言，本研究所採用的方法包括文獻分析、課程內容分析、座談與訪視。首先，本研究針對現行國小教科書進行多元文化教育理念的重省，然後以花蓮地區原住民教育的經驗為對照，再以不同的課程設計模式，進行各科課程設計。在課程發展模式的選擇方面，為兼顧原住民教育的理論與實際，本研究採因科制宜的方式，依據科目性質，採取不同的課程設計模式，例如國語科與社會科兼採附加與轉型模式；自然科與述學科採附加模式；體育、音樂與美勞科採轉型模式。本文並以社會科課程為例，說明社會科課程設計的理念、架構與特色。在實際編寫教材的過程中，許多相關問題不斷凸顯，也進一步刺激研究群在課程設計模式上的反思。於是本研究提出一種屬於多元文化教育論述的理念，亦即相對位置性的F-B-M分類法，並將七個科目置於此一理念中重新理解，以凸顯原住民教材編制過程中，所應考量的「原住民文化主體性」的問題。此外，本研究並探討原住民課程設計模式從救教育取徑轉向多元文化教育取徑，所面臨的問題。

This paper was a summary of a finial report of a large-scale research project “Multiethnic Curriculum Development for Elementary Schools”, which aimed at developing effective curriculum models and design curricular for aboriginal students. This research utilized the following methods to gather data：literature review, content analysis, focus group, and interview. First of all, this research reviewed the current elementary textbooks from multicultural perspectives. Then, the researchers conducted focus group discussions and interviews to understand aboriginal culture and education experiences. Finally, each research team designed a set of learning package (including textbooks, teachers’ handbook, and students’ exercise) for each subject. In the selection of curriculum develop approach, this project adopted different approach for different subjects approach to subject nature. For example, Chinese and Social Studies integrated additive and transformation approach. Sciences and Mathematics applied additive approach. Physical education, Music, and Art and Technology adopted transformation approach. During the process of curriculum development, the researchers confronted and reflected on many crucial issues. The most important issue was the subjectivity of aboriginal culture in multiethnic curriculum. After rethinking this issue from the perspective of multiculturalism, this project proceeded three strategies for curriculum design, F model (For them), B model (By them), and M model (Mixed). In addition, this paper dealt with the issues raised from the shift of curriculum model from complementary education to multicultural education.