多元文化教育課程在國小階段的實施歷程與困境：以新北市安坑國小為例

論文摘要近年來因社經環境變遷，人口結構改變，新移民子女學齡人口日益成長，在校園中接觸多元文化的機會愈來愈多，在台灣成為一多元文化社會之際，多元文化教育的重要性日益顯著，在學校中，教師是如何進行多元文化教育的，其課程是如何實施的，而學校行政又是如何推行與協助落實多元文化教育，成為一值得關切的議題。本研究主要採質性研究的深度訪談法，分別對任教學校中級任教師與擔任行政職務教師進行半結構式訪談，並輔以教室觀察法，從實用主義的角度來分析，針對教師落實東南亞文化教育的經驗與擔任行政職務教師推動東南亞文化教育之措施與協助教學進行探究，探討教師在落實東南亞文化教育時有哪些做法與困境，以及行政方面如何推動與協助東南亞多元文化教育。本研究結果如下：一、教師普遍具有一般的多元文化教育認知。二、教師對於新移民子女學生皆能以多元發展的角度發揮教育愛。三、教師實施多元文化教育課程仍以附加模式、貢獻模式和融入模式為主。四、多元文化教育研習強化了教師多元文化教育認知素養，但距離真正落實多元文化教育仍有段差距。五、教師在實施多元文化教育課程時所面臨的困境來自於時間、課程、文化、教學、家長、學校、新移民組織與政策等方面。最後，根據本研究結果，就教育行政單位、學校、教師以及後續研究者提出建議，以供參考。

關鍵字

多元文化教育；新移民子女

並列摘要

Abstract Recently, due to the change of social economic environment as well as the population structure and the growth of amount regarding newly immigrated residents’ children in school age, it seems that we have more and more opportunities to meet face-to-face with multiculture in the campus. The importance of multicultural education became increasingly significant ever since Taiwan has become a multicultural society. How do our teachers conduct the multicultural education in elementary schools? How is the related curriculum being carried out? And how do the school administrators implement and assist in putting the multicultural education into effect has already become an important issue worth being concerned about. Qualitative analysis has been adopted in this research through the deeply interview methodology. The homeroom teachers and the school administrators would take the half structured interview separately, and auxiliary classroom observation method has been adopted during the process. From the perspective of pragmatism, to analyze the experience of homeroom teachers conducting the southeast cultural education and school administrators impelling the measures of subculture programs as well as the assistances in teaching. The quest for significance and limitation refer to the southeast culture education, also the practical methods for school administrators to drive the southeast Asia multicultural policy would be the main issues of this research. The findings are as follows: (1) Teachers’ multicultural education cognition have reached the general level overall. (2) Teachers always look after the newly immigrated children from the multicultural and developmental angle with unconditional love. (3) Teachers conduct the multicultural education curriculum through the attached behavior pattern, contribution pattern and integration pattern primarily. (4) Multicultural educational seminars strengthen the general capacity of teachers’ multicultural educational cognition, but the effect is still distant from the ideal fulfillment. (5) The difficulties teachers might encounter are: time、curriculum、culture、teaching、parents、school、new immigrants organization and policy…etc, in the process of implementing multicultural educational curriculum. Finally, according to the result of this research, proposals have been made for the administrative units in the government, the school, the teachers and the following researchers for their reference.