國民小學新住民群際關係課程方案之發展與實踐

二十一世紀全球化的時代脈動，改變了人類生活模式與互動關係，培養學生多元文化素養已是時勢所趨，然而卻不容易落實於教育現場。由教學觀察發現，高年級新住民學生刻意隱瞞族群身份，對自我的文化存在矛盾認同，社會大眾的負面觀感，新聞媒體的偏頗報導，加深優勢族群對新住民的刻板印象與偏見歧視。為引導學生探討不同族群溝通互動所產生的問題，並建構未來族群關係發展更公平正義的學習環境，本研究著手群際關係融入相關領域的課程與教學之探究。本研究發展一套融入國小五年級跨領域之課程方案，同時藉由方案實施，促進學生人際互動能力，使不同族群學生和睦相處，藉以減低學生的刻板印象與偏見歧視。為確實瞭解方案實施成效，採用多種蒐集資料方法，包括參與觀察、訪談、意見回饋與文件分析，以兼顧資料之深度與廣度。最後歸納研究發現，提供具體建議，以作為未來研究方向及教學之參考。透過上述方法，本研究所獲得之結論如下： 1. 群際關係課程以跨領域之貢獻模式、附加模式、轉型模式及社會行動模式進行教學，以達成多元文化教育目標。 2. 善用多元的教學策略，達到減低偏見與歧視的認知、情意、技能的教學目標。 3. 群際關係課程及平權議題討論，逐步解構優勢學生認知，進而減低偏見歧視。 4. 群際關係課程讓新住民學生發聲，並協助學生探索及發展自我概念。 5. 小學生也能發揮實踐的行動力，協助新住民解決生活中的困擾，讓族群關係更友善。 6. 群際關係課程增進教師多元文化教育專業知能，並發展積極的行動實踐力。

關鍵字

新住民；群際關係；課程方案；偏見與歧視

並列摘要

Multicultural education is a hot topic, as well as an inevitable trend in this century. According to the previous observation, the fifth or sixth grader students which from the new immigrant family deliberately conceal their ethnicity. Because of the biased reports of the multimedia or the negative perception of people, the original resident may have the stereotyped discrimination and prejudice against the new immigrants. In the elementary school, it is more and more important to have the multicultural education especially in the field of teaching and learning. However, there is few researches about the multicultural teaching or learning. This research aimed to guide students to build the human relations between different ethnic groups and to explore the problems arising from the different culture. Moreover, the relevant areas of teaching curriculum and the fair learning environment for multicultural students were developed in this research. In this study, a curriculum program was constructed for the fifth grade students of the elementary school. Through the implementation of this program, the different ethnic group of students could live and study together in harmony and the stereotyped discrimination and prejudice among them could be reduced by promoting their interpersonal ability. In order to understand the effectiveness of the program, variety of methods were used to collect information, which including participation in observation, interviews, feedback and document analysis. Through integrating these methods, the following conclusions were obtained. 1. The objective of multicultural education was achieved in the human relations curriculum by using the multiple teaching strategies which combines the contribution approach, the additive approach, the transformation approach and the social action approach. 2. The efficiency could be increased to deconstruct the stereotyped cognition and reduce the discrimination by using multiple teaching strategies. 3. The stereotyped cognition could be deconstructed and the prejudice and discrimination could be reduced by the interdisciplinary curriculum teaching and human rights equality issues discussing. 4. The human relations curriculum helps new immigrant students to expand their selfhood by speaking out what they think and exploring what they are. 5. The primary school students could practice their learning in this curriculum program and help new immigrants to solve the problems in life. 6. The human relations curriculum helps teachers to increase their knowledge of multicultural education and to develop the positive activity. According to the above conclusions, our study may provide the specific recommendations to the elementary school teachers for the multicultural education or to researchers for the future research direction and reference.