閱讀、探尋暨文化理解：一個行動／問題導向課程之實踐經驗

Reading, Exploration and Cultural Understanding: A Practical Experience of an Action / Problem-Solving Based Multicultural Programme

彭妮絲(Ni-Se Peng)

《通識教育學刊》 8期 (2011/12) Pp. 53-80

https://doi.org/10.6360/TJGE.201112.0050

摘要

多元文化應透過批判思考的持續養成，與永續進行的教育來實踐，惟有藉由根本的知識建構、批判性對話的檢視，才能修正積習已久的偏見及刻板印象，給予正視與進行思辨，繼之釐清觀念中的差異與支配結構。再者Hilliard認為，多元文化課程的基本目標，在表達一個真實及人類全部經驗的傳承，假如課程接近真實世界，那它應是多元的。面對多元學習的時代，以生活為中心、尊重個性發展、激發個人潛能、具備主動探索和研究的精神，培養其獨立思考與解決問題的能力，以適應現代多元的社會的能力是必須的。因此本研究「多元文化尊重與關懷」課程，即以貼近日常生活的方式，帶領同學探尋雲林縣斗六地區鄉民生活、多元文化素養內涵及環境氛圍。本研究在性質上接近行動研究，採用議題探究方式，進行議題討論與實地探訪，兼具「理論與實務」；課程主要分成兩階段，第一階段為多元文化議題討論，第二階段進行地方探索，實地探訪社區相關問題，同學從「透顯歷史氛圍的街道」、「鄉民日常生活樣態」、「鄉民宗教信仰」、「蛻變中的城鄉」等主題進行探究，並針對所擬主題進行問題釐清，進而尋求解決方法。本研究在教學行動中探究如何在通識教育「多元文化尊重與關懷」課程中，融入多元文化思維、閱讀與思考能力訓練，繼之發展出一具體可行之教學設計與策略。

關鍵字

行動／問題解決導向課程 ； 多元文化 ； 閱讀 ； 行動研究 ； 通識教育

並列摘要

The multiculture should be actualised by the independent cultivation of critical thinking and the practice of continuous education. Only through the fundamental construction of knowledge and the critical dialogue of examination can we correct the deep-rooted prejudice and stereotype. Still, we can clarify the difference between concepts and dominant structure through formal debates. Being one of the Action/Problem-Solving-Oriented Programmes of the Ministry of Education, this study is to explore the issues of multicultural respect and concern. As Hilliard points out, the aim of a multicultural programme is to represent the real and whole experience of all human traditions. When a programme is close enough to the real world, it is at the same time multiple. To meet the need of a time of diverse learning, the following are necessary: the spirit of active exploration and research centred on the everyday life, respecting individual development, and evoking the personal potential, the abilities of independent thinking, problem-solving, and adapting to modern world of variety. This study, in a vivid and practical way, led students to explore Touliou City, in Yunlin County, including the folk life, the contents of people's understanding of multiculture, and the physical environment. This study adopted the method of issue-exploring, issue-discussing, and fieldwork. That is, it is essentially an action research and addressed both theoretic and practical aspects. The programme was divided into two parts: the first was the discussion of multicultural issues and the second was the fieldwork for exploring related problems. The topics explored were ”streets revealing historic themes”, ”the status of everyday folk-life”, ”folk religions”, and ”the changing city and country”. Students had to clarify their planned issues and find possible solutions. It is hoped that, by exploring with educational activities, the programmes respecting and caring multiculture in general education in the future will integrate multiple thinking and the training of reading and thinking and, after all this, a practical educational design and strategy will be developed.

並列關鍵字

action and problem-solving programme ； multicultural ； reading ； action research ； general education