國小教師的多元文化教育素養指標初步建構之研究

Building Knowledge Indicators for the Elementary School Teachers in Multicultural Education

楊傳蓮(Chuan-Lien Yang)

《花蓮師院學報》 11期 (2000/12) Pp. 143-170

摘要

本研究首先藉由相關文獻分析探討，瞭解有關多元文化教育之理論，建立本研究之架構，編製「國小教師的多元文化教育素養與初步指標建構之研究問卷」，以受過多元文化教育的國小教育人員及相關的學者專家為對象，進行問卷調查，再依據統計結果，選取指標重要評估偏低的人員，進行個別訪談，藉以進一步檢視指標勾選及對多元文化教育定義之一致性。本研究指標計為100項、八大類別，依據資料分析顯示重要性統計結果為，1、人格特質(75％)；2、教學策略(64％)；3、人際知覺(57.1％)；4、多元文化知識(45.5％)；5、評量能力(33.3％)；6、班級經營(33.3％)；7、校務、社區參與及服務績效(33.3％)；8、課程設計(30.0％)。兩類評估人員在重要指標勾選上，有多項呈現不一致現象，故藉由訪談方式，進一步探討及瞭解其可能成因。

關鍵字

多元文化教育 ； 指標 ； 多元文化教師素養

並列摘要

This research can be divided into two parts. First, the fundamental theories for multicultural education are discussed by paper review. Second, the frame of this research was set up by creating a survey of ”The capacity and disposition of elementary school teachers and its preliminary indices. ”This poll is made for some experts and teachers who have received the multicultural education or do multiculture-related researches. After analyzing the data, interviews are taken for those who give low marks in the key indices. This is important for us to survey the consistence between the indices and the definition of multiculture education. The importance of multiculture education is divided into five levels in the poll. Besides, people can directly add their comments in the poll or give no answer when there is too little information for them to judge. There are total eight categories and 100 items in this indices research. These eight categories can be shown by percentage as: (1).Characteristics:75% (2).Teaching tactics:64% (3).Sense of relationship:57.1% (4).Knowledge of multiculture:45.5% (5).Evaluation:33.3% (6).Learning atmosphere:33.3% (7).School affairs, community participation and service results:33.3% (8).Curriculum design:30.0%. Since there is much inconsistency between these two groups, interviews are necessary to verify the reasons.

並列關鍵字

multicultural education ； the capacity and disposition of a teacher for multiculture ； indicators