本論文主要目的在探討社區本位教育理念於臺灣原住民學校的實踐情形與問題。研究者以一所臺灣南部的原住民完全中學作為研究對象，採用參與觀察、訪談與文件分析等方法進行調查。研究結果發現，在學校轉型過程中，學校和社區的觀點歧異；原住民完全中學的教育目標仍強調學業成就的重要性，文化保存和母語教學不受重視；學校與社區形同獨立的文化個體，缺少互動與聯結；有民族自決的高意識卻沒有抵殖民的高動能。本文建議，未來欲達成原民族自決之目的，必須加強民族文化復興，訂定相關法令政策，並且進行專業培訓。

The main aim of this article is to understand the results and inherent difficulties of undertaking the establishment of community-based education in Taiwan's aboriginal schools. An aboriginal comprehensive high school in southern Taiwan is chosen for the study, and the researcher uses participant observation, interviewing, and document analysis to collect raw usable data. The conclusions show, firstly, that during the transitional period, the school educators and the broader community have different points of view, causing failures in communication and cooperation. Secondly, the current goal of the aboriginal comprehensive school is still to emphasize students' academic performance, rather than cultural-preservation and native language learning. Thirdly, the comprehensive high school and the community are two culturally independent cultural entities, with little interaction and few connections discovered between them. Lastly, the community residents' decolonizing ability is still low, even though they demonstrate a high level of consciousness on the issue of self-determination. As the result, we suggest the reinforcement of cultural revival, sound policy-making, and professional training are methods which may be employed to accomplish the goal of aboriginal self-determination in future.