國民小學教師多元文化素養指標建構之研究

本研究旨在建構國民小學教師多元文化素養指標內容，有助於察覺自身的專業度並進而精進教師專業成長。故本研究首先針對多元文化素養、多元文化教育理論層面、教師多元文化教育的實施與檢核，以及教師多元文化素養指標相關研究進行文獻探討，作為建構教師多元文化素養指標內容之依據。而後以自編之「國民小學教師多元文化素養指標內容建構及其層面權重之問卷」作為資料蒐集之工具，運用模糊統計分析專家意見以建構教師多元文化素養指標，瞭解學校教育如何落實多元文化，提供教師做為運用並設計教學活動參考之參考。依據研究發現有以下三點結論：一、本研究建構之國小教師多元文化素養指標體系，皆具共識性。二、國小教師多元文化素養指標四個層面依權重排序為互重包容、自省反思、自發覺察及實踐批判；各層面則包含引領融入、沉浸對話與深化整合階段。三、從中研擬出提供教師在教學上可以有效落實多元文化教育之方向。因此，本研究依據研究結論所提之建議俾供教育行政機關、教師及未來研究之參考。

關鍵字

多元文化；指標架構；素養

並列摘要

The purpose of this study is to construct primary school teachers’ multicultural competencies indicators. In this way, teachers can perceive their own professionalism and further improve their professional development. First of all, the literature of this study discussed the multicultural competencies, the theoretical level of multicultural education, the implementation and verification of teachers' multicultural education, and the research related to teachers' multicultural competencies indicators. It is regarded as the basis for constructing the indicators content of teachers' multicultural competencies. Then, the self-edited "Questionnaire on the Content Construction of Multicultural Cmpetencies Indicators of National Primary School Teachers and It’s Level Weights". It is a data collection tool that uses fuzzy statistics to analyze expert opinions to construct teacher multicultural competenciesi ndicators, to understand how school education implements multiculturalism, and to provide teachers as a reference for the use and design of teaching activities. Finally, according to the analysis and discussion, there are three conclusions of this study: 1.In this study the constructing of multicultural competencies indicator system of primary school teachers was all in agreement. 2.There were four levels of the multicultural competencies indicators of primary school teacher: Mutual tolerance, Self - reflexiveness, Spontaneous awareness and Practical critique. Each levels included three-phase: Leading Integration, Immersion Dialogue and Deepening Integration. 3.It was provide teachers with the direction of effective implementation of multicultural education in teaching. Therefore, the recommendations of this study are for the reference of educational administrations, teachers and future research.