透過您的圖書館登入
IP:44.220.131.93
  • 學位論文

中小學在職進修教師的多元文化素養:以東南亞領域為例

Teachers’ Multicultural Literacy:A review of the Primary and High School Teachers Studying in the Field of Southeast Asian

指導教授 : 李美賢

摘要


隨著台灣社會人口結構愈趨多元,同時也凸顯異文化接觸的議題。政府從政策上推動多元文化教育,身為教育現場第一線的教師是政策的重要執行者,因此,中小學教師是否具備多元文化素養是令人關切的議題。 本研究採質性研究的深度訪談法,分別對十位曾就讀東南亞研究所,修習過東南亞及多元文化課程的中小學在職進修教師進行半結構式訪談,希望探究在職進修教師對多元文化教育的理解以及在多元文化的教學應用。本研究結果如下: 一、服膺主流文化,淡化文化差異: 教師們能以公平的態度去尊重、包容不同的族群,但未意識到族群差異是本質上的差異,而非個人特質的差異,應該給予更積極的對待。 二、善用機會教育下的自然融入課程觀:教師在推行多元文化教育時,以機會教育或以「附加模式」融入課程,並且以公正開放的態度去引導學生,讓學生透過日常相處發現彼此的異同,減少偏見及刻板印象產生。 三、語言觀中對文化、階級、族群、認同的想像:當個體橫跨不同國度後,因國籍間的政治經濟與文化資源上的不平等,所使用的語言成了身分的代表,同時有了新的定位。 四、強化跨族群接觸機會,與新移民家庭建立溝通平台:教師跨文化接觸的經驗讓異文化接納度高,與新移民溝通的態度是良善的,不僅能敏感察覺問題,而且願意真誠溝通。 五、多元文化認知、情意、技能素養,三者相輔相成:教師在進修後最明顯的是多元文化認知素養的提升,有了豐富的學識為基礎,再加上能時時檢視自己態度,由此貫徹多元文化教育理念。

並列摘要


Taiwan has become a pluralistic society due to more and more Southeast Asian immigrants and their descendants living here. The cross-cultural issues spur our government to set up policies for multicultural education in school. School teachers are the executors of those policies, therefore, it has been a great concern that whether the school teachers have all the qualities of multicultural literacy or not. In-depth interview is used as main method in this study. The interview objects are 10 in-service training teachers who have attended multicultural courses in graduate school of Southeast Asian study. The semi-structured interviews are conducted to explore the in-service training teachers’ understanding and application of multicultural education in school. The results are as follows: 1.Adhering to the mainstream culture, dilute the cultural differences: Teachers are able to respect and embrace different ethnic groups, but they didn’t realize that ethnic differences are the differences in nature, not in person. The different ethnic groups should be treated with more active attitudes. 2.Making good use of the natural integration of informal learning: Teachers blend informal learning and “append mode” into the curriculum when promoting the multicultural education, and guide students with fair and open attitudes to discover each other's similarities and differences in order to reduce the prejudice and stereotypes. 3.Culture, class, ethnic and identity in language viewpoints: When the individual is in another country, language has become one’s representative capacity due to political and economic inequality between nations. 4.Increasing the opportunities of inter-ethnic contact to build the communication platforms with new immigrant families: Teachers who have had cross-cultural experiences would have better acceptance of different cultures. Their attitudes toward the immigrants are friendly. They can sense the problems quickly and are willing to communicate with an open mind. 5.The cognitive, psychomotor and affection in multicultural domains are complementary: The most obvious feature of those in-service training teachers majoring in multicultural courses is that they’ve got the enhancement of multicultural literacy. Besides, with abundant knowledge and reflections on their own attitudes, in-service training teachers can carry out the concepts of multicultural education.

參考文獻


參考文獻
一、中文部分
王雅玄(2007)。多元文化素養評量工具及其應用:現況與展望。教育研究與發展,3(4),149-179。
王雅玄(2008a)。多元文化素養之使用:量表和手冊的編製、教學實踐與詮釋。行政院國家科學委員會專題研究成果報告,NSC 96-2413-H-194-023-MY2。
王雅玄(2008b)。進入情境與歷史:台灣原住民教師的多元文化素養及其實踐。台東大學教育學報,19(1),33-68。

延伸閱讀