本文旨在回顧自日據時期以來，因為政治社會脈絡的改變，臺灣原住民在小學中所接受的課程之變遷，並探討因應國內外原住民族意識之覺醒與權利爭取之趨勢，原住民小學課程的展望。 經由研究發現，日本與民國政府統治臺灣期間，學校的課程中充斥著培養「皇國」或「中華民族」國民為目標的課程，卻排除了原住民族歷史、語言、文化的課程，迫使原住民沒有機會接觸己族文化，甚至污名本族之文化。近年來，受國際多元文化思潮刺激，再以臺灣政治本土化與民主化之影響，使得原住民小學有了以認識原住民族文化內涵、認同原住民族、尊重多元文化價值為目標的課程。然衡酌這些課程的實施，在達成既定的課程目標上卻未臻理想。 展望未來原住民小學課程，政府應賦予原住民小學更充裕的課程時間，以教授民族文化，並將各族原住民歷史文化及價值觀，納入課程及教材之中。尤有甚者，應設立民族學校，使原住民文化內涵成為學校課程的主體，並兼授一般教育的基本能力課程，以達成課程之目標。

This paper review the changes of curriculum of indigenous elementary schools due to different political-social contexts in Taiwan, and discuss the prospect of curriculum of indigenous elementary schools to respond the growing tendency of indigenous people consciousness and their fight for rights. This study found that the goals of school curriculum during the period of Japanese colonization and KMT government were to cultivate ‘national’ people and thus the history, language and culture of indigenous people had been excluded from school curriculum, which decreases the opportunity of understanding their own culture and even causes the stigma of their own culture. Recently, influenced by multi-culturalism worldwide and the political localization and democratization in Taiwan, there appears the curriculum which is aimed at understanding indigenous culture, identity of indigenous people and respect for multiple cultures. However, there is a gap between the idea above and the practice. This stydy suggests that government must allow more time for the indigenous culture and include the history, culture and values of indigenous people in school curriculum and teaching materials. Moreover, it is claimed that the tribal school must be established to take the indigenous culture as the subject of school curriculum.