According to the curriculum design of the " 12-year Basic Education", it is not only difficult to completely rule out the possibility of the (national) education rights that indigenous students who are enrolled in the school may be infringed, and it is difficult to observe through such whether the practice of the course can lead all students (peoples) of the school to a certain degree or more to understand the various ethnic groups and their cultures and traditions existing in our country. Therefore, this research project intends to explore the four issues of consciousness : First, the non-Aboriginal key schools includes general high school, vocational high school, comprehensive high school and specialized high school advanced the curriculum, is there a phenomenon that shows that there are fewer factors of aboriginal education or multicultural education? Second, if the majority of non-Indigenous key high schools have similar phenomena, what are the causes behind them? Third, if the cause is universal, according to the general outline, is it possible to enhance the school's willingness to actively design and develop aboriginal knowledge courses through the implementation of specific programs? Fourth, assess the effectiveness of the above specific programs, and observe the performance of each stage of the student's learning and development, in order to facilitate the content of the specific program or the adjustment of the practice.
