本案例研究的目的是從符號學的角度來探討原住民族學校的課程概念。本研究採立意抽樣法，選擇臺灣中部的一所原住民小學作為樣本。資料蒐集方法是對該校校長和負責課程規劃的組長進行半結構化的深度訪談。質性資料透過主題分析法進行分析。經由主題分析的編碼過程，研究者確定了代表課程概念的代碼（標誌或符號）。本研究採用Peirce的「意義三角」（代表物、對象和詮釋項）作為符號學的視角，來解釋課程標誌和符號。本研究發現，傳統原住民精神的神聖符號及其文化中理解人格的完整取向理念為學習者提供了豐富的學習材料。參與者對課程概念的訪談意見出現了四個主題：一、延續祖先的神聖精神傳統，培養孩子擁有泰雅族的智慧；二、教導原住民生活技能，幫助兒童學習寶貴的祖先適應生活環境的能力；三、重視族語教學，以保護原住民族文化和身分；四、培養全人泰雅，以實現更完美的人性。

The purpose of this case study was to explore the curriculum concepts in Indigenous schools from a symbolic perspective. In this study, a purposive sampling method was used to select an Indigenous elementary school in central Taiwan as a sample. The data collection method was in-depth semi-structured interviews with the Principal and the Section Chief responsible for curriculum planning. The qualitative data were subject to careful thematic analysis. Through the coding process of this thematic analysis, the researcher identified codes (signs or symbols) that represent the concepts of the curriculum. Peirce’s “triangle of meaning” (Representamen, Objects, and Interpretant) was considered as the semiotic perspective by which to interpret the curriculum signs and symbols. The study found that the sacred symbols of traditional indigenous spirituality and the idea of a holistic approach to understanding the human personality of Indigenous culture provide rich raw materials for learners. Four themes emerged from the participants’ conceptions of the curriculum: (1) Inheriting the tradition of an ancestral sacred spirit and raising children to possess the Ataiya wisdom; (2) Teaching Indigenous life skills and helping children learn valuable ancestral life adaptation skills; (3) Emphasizing ethnic language instruction to preserve Indigenous culture and identity; and (4) Cultivating the holistic-personality of Ataiya to achieve a more perfect humanity.