本研究採取質性個案研究之途徑，以中部地區一所原住民小學為個案學校，將研究目的聚焦於個案原住民學校如何推動「部落有教室」方案之過程，包括方案的辦理情形、推動的特色與功能，以及方案之推動可能遭遇的困境等。研究發現包括：一、個案學校結合了部落的資源及人力來辦理「部落有教室」方案的現況；二、本研究發現方案具有社區總體營造的理念、以學校為本位、學生為中心設計課程活動、人文精神的體驗學習等特色；三、研究發現，推動本方案具有家長與部落成員參與決定學校教育、幫助孩子學習成效的發表、家長/部落與教師共同設計課程、結合部落教育等功能；四、「部落有教室」方案能成功連結原住民學生的學習至部落生活經驗，有效提升原住民學生的學習投入和積極參與，加上學習內容圍繞著部落議題，不僅加強了原住民學生對於部落的承諾，也提高部落成員的族群意識，本研究亦發現個案學校推動的實際情況中，其所遭遇的困境包括：家長與部落成員參與時間與經驗的不足、母語教師專業能力不足、教師流動率大，致使師資不足、以及經費來源不足的困境。最後，根據研究發現，歸納結論並針對教育實務提出研究建議。

This research adopts qualitative methodology, and selects an aboriginal primary school in central Taiwan as the case school. This research purpose focuses on the process of how the aboriginal school promotes the program "the tribe as classroom",which includes the situation of conducting, the characteristics and functions of promoting, and the dilemmas occurring during the process of promoting. The research findings includes：(a) the current situation of case school how to promote the program about "the tribe as classroom" ; (b) the characters of the program comprised of the concepts of promoting integrated community development, concerning school-based development and student as the cores to design the curriculum activities, and learning for experiencing humanistic spirit ; (c) the functions of the program including: allowing
the parents and the members of the tribe to make the school decisions together, helping children display their learning outcomes, and facilitating parents, tribes, and teachers to design the curriculum together ; (d) the program linking the learning of aboriginal students with the life experience of the tribe, which can promote the students learning and make them participate in the tribe activities. The program not only strengthens the commitment for students to the tribe, but also enhances the ethnicity consciousness.According to the research findings, the case school also suffered from some dilemmas regarding the process of promoting, including the parents and the members of the tribe who didn’t have enough time and experiences to participate in the program, their professional abilities of mother tongue were disqualified, the teacher turnover rate was so considerably high, and the funds from the educational authorities were insufficient.Finally, the article proposes conclusions and makes suggestions for educational practice.