本研究建構原住民族文化知識的三個核心原則：「主體性」、「價值性」和「脈絡性」，據以發展原住民知識課程架構，並依此課程架構研發符合學生認知特性的學習素材，接著以文化回應教學進行教學實驗，並根據研究結果調整課程架構與學習素材。第一期透過文獻探討、訪問原民知識有關專家、泰雅族耆老及南澳現場教師，完成基礎課程架構與教材元素之建置。第二期基於前述基礎課程架構與現場教師共同進行教學研發，隨後進行教學實驗，探討此知識課程之學習成效。

　　This study aims to development and practice of infusing indigenous knowledge and epistemologies in curriculum. The three core elements of curriculum are as follows: ontology, value, and contextuality. An experiment study will be held in an aboriginal focus schools to evaluate the effects of the curriculum. In the first phase, a design principle will be developed via literature review, deep interview and field investigation. In the second phase, a knowledge and epistemologies based curriculum will be designed, experimental deign, preliminary data analysis and result will be developed to valid the learning effect of the learners. Refine the suggestions for guidelines of curriculum developing will be revealed as well.