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我國新移民識讀教育政策之問題評析與前瞻

An Analysis and Prospect of the Literacy Educational Policy for New Immigrants in Taiwan

Abstracts


在2008年底以前,我國新移民教育政策的實施依據為:「教育部發展新移民文化計畫」,隨著該計畫的實施期程(2005-2008年)之結束,教育部並未研擬任何新的政策。結果新移民成人教育限縮至與成人基本(識字)教育合流,亦即,從此新移民教育回歸一般教育體系當中,然而,曾經於發展新移民文化計畫高舉的整體的三大目標從政策中消失。在此情況下,究竟我國新移民識讀教育願景為何?目前的作法的合宜性為何?值得進一步釐清。為此,本文透過文獻分析,援引先進國家成人識讀教育政策做為國內政策改進的參考。發現新移民識讀教育政策存在的四大問題,包括:新移民人力資源觀點未受到重視;政策上多元文化教育觀點聊備一格,實務中內蘊偏差的文化觀點;成人識讀教育課程內容重複,且缺乏清楚分級設計;以及新移民識讀教育目的不夠清楚。進一步,本研究提出一個以分級分類的識讀教育方案為核心,從成人角色扮演開展新移民識讀教育功能的概念架構。最後,在實施上則分別就學校分級的識讀方案、家庭識讀方案、公民識讀方案與職場識讀方案的實施途徑與法源依據,提出具體建議。

Parallel abstracts


Before the end of 2008, in Taiwan, the implementation of literacy educational policy for new immigrants based on ”The Development of the New Immigrant Culture Plan in the Ministry of Education (2005-2008)”. Along with the ending of this plan, the Ministry of Education did not draw up any new policy. The result is that adult literacy education for new immigrants is limited and shrunk to adult basic literacy education. That is to say, from this time the new immigrant education returns to general education system. However, the three goals once in the Development of the New Immigrant Culture Plan have vanished from the policy. In this situation, what is the prospect of literacy education for new immigrants? What is the suitability of the present approach? All of these are worthy of further clarification. Therefore, this essay aims to review the related documents and examine the formation of the literacy educational policy for new immigrants, its embodied issues, and thus provide suggestions for the future policy. It is founded that issues embodied in the current policy are as follows: The human resources perspective is neglected; the perspective of multicultural education is just served as a specimen; the curriculum of the adult literacy education lacks clear graded design; and the goal of literacy education for new immigrants is not clearly enough. Further, the authors propose a conceptual framework, by setting graded and classified literacy education programs as the core concern, and helping adult roles acting as the classification basis for literacy programs. Finally, some suggestions are offered for the programs of school literacy, family literacy, civic literacy and workplace literacy regarding their implementation approaches and the law origin bases.

References


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鍾鎮城(2020)。臺灣國民教育場域裡的新住民語言教育政策教育科學研究期刊65(1),201-219。https://doi.org/10.6209/JORIES.202003_65(1).0008
劉仁翔(2012)。公共圖書館合作提供多元文化服務〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315311642
王玉秀(2012)。新移民女性識字學習方案規劃實施與成效評估之研究〔碩士論文,國立中正大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201613531897
劉慧平(2013)。東南亞婦女新移民教育政策之評估〔碩士論文,國立中正大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201613543217

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