從破除刻板印象到提升跨文化能力：跨國婚姻移民教育之課程教學實踐探究

From Breaking Stereotypes to Improving Intercultural Competences: An Inquiry into the Teaching Practices of an International Marriage Immigration Education Course

何青蓉(Ho, Ching-jung)

《台灣教育研究期刊》 2卷3期 (2021/05) Pp. 155-187

摘要

為培養學生成為具有跨文化能力之教育工作者，研究者以個人任教的某大學碩士班跨國婚姻移民之成人教育課程為範圍，採行動研究方法，將跨文化能力培養融入課程單元主題中，進行教學實踐研究，研究參與者共6人。目的在探究本課程促進了學生那些跨文化能力？以及那些課程與教學設計與實施有助於培養跨文化能力？研究發現，首先，本課程與教學有助於提升學生的跨文化能力。學生學習從破除對於婚姻移民的刻板印象開始，增進對於婚姻移民相關知識的理解，進而產生同理心及多元文化思維。其次，本課程發展出SPA架構－含認知鷹架、研討平台及行動方案三個構面，輔助問題導向學習教學策略之實施。認知鷹架有助於學生從寬廣社會文化脈絡理解跨國婚姻移民之成人教育。研討平台發揮了打破刻板印象並重新建立新觀點的功能。行動方案有助於建構學習意義，整合課堂所學。最後，本研究並提出若干建議供未來教學和研究之參考。

關鍵字

問題導向學習 ； 教學實踐研究 ； 新移民教育 ； 跨文化能力 ； 跨國婚姻移民

並列摘要

In order to cultivate students to become educators with intercultural competences, this researcher adopted the action research method to integrate intercultural competences into the Master's course of ＂Studies in Adult Education for International Marriage Immigrants＂ in a university taught by the researcher. There are a total of 6 participants in the course. The purposes of this study are to explore what intercultural competences students gained in this course? And what curriculum and teaching designs and implementations help foster intercultural competences? As a result, this study found that, first of all, this course helps improve students' intercultural competences. Students' learning starts from breaking down stereotypes about international immigrants and improving their understanding of the knowledge related to marital immigration, which in turn leads to empathy and multicultural thinking. Secondly, this course develops a SPA framework that includes three components: cognitive scaffold, discussion platform, and action plans to aid the implementation of the teaching strategy of problem-based learning. Cognitive scaffold helps students understand adult education for international marriage immigrants from a broad social and cultural context. The discussion platform functions to break down stereotypes and re-establish new perspectives. Action plans help to build students' learning meanings and integrate what have been learned in the classroom. Finally, this study puts forward a number of recommendations for future teaching and research references.

並列關鍵字

intercultural competence ； international marriage immigrant ； new immigrant education ； problem-based learning ； teaching practice research