The study is based on the mother-tongue teaching of five primary schools in the middle portion of Da-an River. With the expert questionnaire and the analysis of AHP, the key factors contributing to the integration of the concept of cultural identity into mother-tongue teaching have been derived including "ethnic and cultural consciousness dimension", "ethnic and cultural identity dimension", "ethnic and cultural sense of belonging dimension", "ethnic and cultural behavior pattern dimension", "ethnic and cultural attitudes dimension". The results are listed as follows:
1. In “ethnic and cultural consciousness dimension”, the traditional Aboriginal cultural heritage and experience curriculum can inspire the children’s ethnic and cultural consciousness most.
2. In “ethnic and cultural identity dimension”, the children with the self affirmation of their own indigenous identity can generate the recognition of ethnic culture, and Aboriginal mother-tongue teaching can strengthen their sense of identity.
3. In “ethnic and cultural sense of belonging dimension”, to contact with and participate in ethnic affairs can generate the sense of belonging. The traditional folk songs and tribe stories of ancestors merged into mother-tongue teaching can stimulate the children’s cultural sense of belonging most.
4. In "ethnic and cultural behavior pattern dimension", one-day ethnic cultural experience activities are quite appealing to the children. To experience the instructional design of ethnic and cultural activities in person can make the children generate behavior imitation.
5. In "ethnic and cultural attitudes dimension", to create a native environment for children to learn their mother tongue is important. Using their mother tongue to talk more can make the children develop a positive evaluation of their ethnic language and form the positive attitudes to their ethnic culture.
