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多元文化創造力教學的實踐與省思

Practice and Reflection of Multicultural Creativity Teaching

Abstracts


為深化創造力教育在當代多元文化社會裡的意涵、提升小學教師融入多元文化議題的教學興趣,本研究以小二學童為研究參與者,透過行動研究將多元文化創造力教學融入學校課程。研究發現,多元文化教育與創造力教育的結合,能具體地啟發小學低年級學童樂於表達,也能幫助教師發展降低偏見、鬆動歧視的延伸課程。將創造力教育當中「包容、尊重與支持多元團體與個別差異的精神」,結合「當代臺灣重要的多元文化議題」,也有助於提升創造力教育的時代意涵,並且,能將多元文化教育「重視差異、衝突、共存的深刻企盼」加以活潑化、親切化,利於融入小學低年級的學校課程。在多元文化呼聲日益增高的今日,與小學教師一同轉化看似艱難的多元文化創造力教學議題,可幫助研究者理解小學教師突破課程與學校體制的限制,以及發展多元文化創造力教學的困難與可能性;而協同行動研究歷程不僅深化了研究團隊的多元文化素養與創造力教學的知能,也鍛鍊了協同研究者的溝通能力,有助於持續轉化多元文化創造力教學。

Parallel abstracts


The purpose of this research is to deepen the implication of creativity teaching in the contemporary multicultural society and arouse primary school teachers' teaching interest in blending into the multicultural issues. Therefore, it takes the students of Grade 2 in the primary school as the research participants. Through the action research, it blends the multicultural creativity into the school curriculum. From the research, it turns out that the integration of multicultural teaching and creativity teaching can inspire the students of primary grades to express and practice criticizing, which is favorable for them to improve the ability, and reduce the prejudice and reject discrimination. Besides, combining ”the spirit of tolerating, respecting and supporting diversified groups and individual difference” in the creativity teaching with the ”important multicultural issues of Taiwan in the contemporary era” is also to the benefit of improving the era implication of the creativity teaching. Moreover, it is important to active the ”expectation on focusing on the difference, conflict and coexistence” of the multicultural education, so that it provides convenience for blending into the curriculum of primary grades. With the increasing popularity of the multiculture, transforming the seemingly difficult multicultural creativity teaching issue with the primary school teachers can help the researcher to understand the difficulty and possibility of the teachers to break through the limit of curriculum and system so as to develop the multicultural creativity teaching. However, the research course of the collaborative action not only deepens the research on the multicultural quality of the team and the knowledge ability of the creativity teaching, but also builds up the communication ability of the collaborative researchers, which is favorable for continuously transforming the multicultural creativity teaching.

Cited by


蕭佳純、王佩雯(2016)。創意角色認定、工作動機及創造力教學技巧與創意教學行為關係之研究教育科學研究期刊61(2),185-211。https://doi.org/10.6209/JORIES.2016.61(2).07

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