文化多元與教育：兼論兩岸幼教課綱與指南

本文旨在針對文化多樣性與多元文化教育進行探討，並就台灣的《幼兒園教保活動課程大綱》（簡稱《幼兒園新課綱》）及大陸的《3-6歲兒童學習與發展指南》（簡稱《兒童學習與發展指南》）於多元文化教育之內涵加以析論。首先，分析社經地位、種族與族群及性別對發展與學習的影響，並據以闡明學校教育原則與策略。其次，分就《幼兒園新課綱》及《兒童學習與發展指南》和多元文化教育有關之內涵進行分析與討論。本文具體指出多元文化教育的目標、原則與策略，並敘明《幼兒園新課綱》和《兒童學習與發展指南》之內涵都包含和多元文化教育有關之觀點與主張。然而，前者和多元文化教育目標與實施方式有關之內涵較後者完整。此外，它也較強調引導幼兒透過探索與覺察及協商與調整之歷程，發展對自我及他人文化的愛護與尊重。

關鍵字

文化多樣性；多元文化教育；幼兒園新課綱；兒童學習與發展指南

並列摘要

The main purposes of this paper are to study cultural diversity and multicultural education, and to review the contents concerned with multicultural education presented in Taiwan's ＂Guidelines for Preschool's Educare Activity and Curriculum＂ (abbreviated as ＂New Guidelines for the Preschool Curriculum＂ (NGPC)) and China Mainland's ＂Guidelines on Early Childhood Education (GECE). Firstly, we analyzed and discussed the impacts of socioeconomic status (SES), race/ ethnicity, and gender on learning and development, and then clarified educational principles and strategies of schooling. Next, we investigated and compared the contents of NGPC and GECE which are related to multicultural education. Finally, we concretely proposed the goals, principles, and strategies of multicultural education, and stated that both the contents of NGPC and GECE contain the viewpoints and advocates related to multicultural education. However, the contents related to the goals and implement measures of multicultural education of NGPC are more comprehensive than those of GECE. In addition, NGPC also put more emphasis on guiding children to experience the process of exploration and sense, as well as negotiation and modification, to develop appropriate manners and behaviors of cherishing and respecting their own and others' cultures.