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本文主要的目的在於探討公學校農業科到蕃人公學校實科的課程發展歷程，晚清時期的臺東地區，受到移墾漢民的影響，卑南與阿美兩族原住民，開始進行漢人的農耕方式。日治初期的「蕃人教育方案」，主張原住民教育以實科為主，在恆春、臺東兩廳的蕃人就學公學校的課程中，開始設農業科，至蕃人公學校時則更改為實科。實科的教授內容應是配合在地的產業發展，因卑南、阿美兩族群已進入農耕生活，故實科的教授內容係以農業為主。在教育政策的制定上，從人力資源的角度，教育在於培育國家經濟、產業所需要的人才，直至目前的政策思維依舊是如此。卑南與阿美兩族群的農業發展，係受外來者（漢人、日本人）的影響，但這期間仍持續不斷種植小米，可見傳統並不容易消失。 The main purpose of this article is to inquire the development process from the agriculture department of public schools for indigenous children to the vocational subject of indigenous public schools. In the Taitung area in the late Qing Dynasty period, influenced by the reclaimed Han people, both Puyuma and Amis tribes began to imitate and practice the farming skills of the Han people. In the early days of the Japanese colonial period, the “Indigenous Peoples Education Program” advocated that the education of the indigenous peoples should be based on vocational subject. In the curriculum of the public schools for the indigenous peoples in Hengchun and Taitung, agriculture department were introduced and learned to indigenous children. Agriculture department were changed to be vocational subject at Indigenous Public School. For example, in terms of the level of practical teaching content in Indigenous Public School. The teaching content of vocational subject should be in line with the development of local industries. Both Puyuma and Amis tribes had been farming life, so the teaching content of vocational subject was mainly agriculture. In the formulation of educational policies, there is a so-called manpower perspective. The purpose of education is to cultivate talents needed by the national economy and industry, and the current policy thinking is still the same. The agricultural development of both Puyuma and Amis tribes was influenced by outsiders (Han peoples and Japanese). However, during this period, millet continued to be planted, which show that the tradition is not easy to disappear.