- 期刊
幼兒教師對文化回應教學的教學實踐與專業省思
The Instructional Praxis and Professional Reflection About the Cultural Responsive Pedagogy for Preschool Teachers
摘要
本研究即基於文化回應教學的論述思考，探究幼兒教師應用此類教學實踐來省思既定的幼兒園課程教學活動，建構具有多元文化意涵的論述思考、教學實踐與專業行動之連結圖像。研究者採用觀察與訪談方法，蒐集幼兒教師在此活動的教學資料及幼兒學習回饋訊息；並連結文化回應教學的主體實踐與專業省思論述，探究幼兒教師對文化回應教學的多元文化思考及社會行動實踐之實務作為。研究結果指出幼兒教師呈現多元文化社會的文化多樣性材料協助幼兒了解社會事實，較少深入多元文化教育意涵採取彰顯行動主體性之教學角色，對文化回應教學的教學實務偏向於表面技術性之操作，願意省思文化回應教學對幼兒多元文化教育實踐之影響。研究者建議幼兒教師應學習善用文化回應教學策略以融入教學實踐，並以公共知識份子角度來想像與實踐對抗社會不公不義之問題，提升幼兒學習主體性與能動性。
並列摘要
This study based on the discursive consideration cultural responsive pedagogy to explore preschool teachers' applications of such instructional praxis and reflect their practical curriculums and instructions in preschool, and constructed the multicultural connotation of the connecting figure of discourse consideration, instructional praxis and professional action. The researcher used the observation and interview methods to collect the instructional materials of preschool teachers and the feedback of young children's learning feedback in such pedagogy. This study also connected the subjective praxis and professional reflection with the thinking of cultural responsive pedagogy. The researcher explored the instructional practices of the multicultural thinking and social action in the activities of cultural responsive pedagogy. The results showed that preschool teachers provided the materials of cultural diversity in multicultural society to help young children understanding the social facts. They explored less in-depth multicultural educational meaning to highlight the teaching role of the subjectivity of the social agent. Preschool teachers employed the surface technical operation to deal with the teaching practices of cultural responsive pedagogy. They had positive perceptions of instructional impacts of cultural responsive pedagogy on the practice of multicultural education for young children. The researcher suggested that preschool teachers should learn to make good use of cultural responsive pedagogy to integrate into instructional praxis, and to imagine and practice against social inequity or injustice from the perspective of public intellectuals to enhance the subjectivity and agent for young children.