教育與學習結合的旅遊型態，是現今家長為孩童選擇旅遊方式的重點，因此教育觀光在觀光市場區隔發展的潛力不容被忽視。近年少子化造成原住民偏遠國小面臨存廢等諸多困境，有些原住民偏遠國小逆勢而為，善用當地部落的自然資源並結合人文特色等優勢，不但解決裁併危機，且巧妙結合教育與旅遊，吸引遊學人潮創造生機。本研究因此以桃園縣復興鄉原住民偏遠國小為研究範圍，透過田野調查、深度訪談及紮根理論資料分析之精神等質性研究方法，訪問12所學校共7位校長。同時從規劃管理者(即校長)的觀點探討，原住民偏遠國小如何規劃文化遊學，成為學習原住民文化的場所，並透過生動的文化遊學課程內容，達成實地體驗學習及文化差異的溝通效果，且善用周遭獨特的環境資源與原住民文化進行教育觀光。 研究發現，規劃者對當地文化的認同度以及遊學教育的熱忱，是促使校園發展成為遊學學校的首要條件。教育觀光中提及的實地體驗學習概念，透過理論與實務的結合進而讓學校成為文化溝通與教育學習的最佳橋梁。校方在獲得政府政策相關補助的同時，是必頇凝聚在地部落族人的力量，才得以發展成為教育觀光實地學習的環境。然而，精緻生動的遊程內容與另類的體驗度假方式，更是促成原住民偏遠國小營造文化學習的重要場域。 Due to the decline of birth rates, many remote elementary schools in indigenous tribes are facing problems of abolishment in Taiwan. Some of the elementary schools take advantage of their tribal resources to solve this dilemma. The integration of natural and cultural characteristics into the study tour attracts many child tourists. Therefore, educational tourism shows a strong growing potential in remote elementary schools in Taiwan. This study investigated the study tour programs in remote elementary schools in Fu-Shing District, Tauyuan County in Taiwan. Using the method of in-depth interview, this study interviewed a total 12 schools and 7 school principles. Basing on the viewpoint of the planning manger (school principles), this study explores how remote elementary schools apply indigenous culture learning to their curriculum design, and understanding the issues that they should take into consideration to make an educational tourism landscape more appropriate for children.The study results found that the school principles all had strong enthusiasms for developing educational tourism in school and have a sincere commitment to local cultures. These two were the main forces to promote the study tours for children within the remote elementary schools. The concept of experiential learning was also fully applied in their culture study tours for children. These schools thus became bridges for communications between different cultures and educational learning. Furthemore, most of the schools received the funding from the government as well as the support from local tribes. These supports made these schools create better learning landscape environments that meet the developmental needs of educational tourism. Furthermore, the interesting activities of the curriculum design and the alternative leisure style enabled remote indigenous schools as important places to develop culture learning for child tourists.
