- 學位論文
藝現客家心，排灣情─多元文化藝術對幼兒同儕互動與文化認知之研究
Discovering art from the culture of Hakka and Paiwan─The Research of Multicultural Arts for Young children's Peer Interaction and Cultural Cognition.
摘要
本研究旨在探討多元文化藝術對幼兒同儕互動與文化認知之成效。基於研究目的，本研究透過三種教學模式，促進幼兒同儕互動與文化認知發展，以六堆客家地區某國小附幼的混齡班幼兒為研究對象，進行十八次的多元文化藝術課程。本研究以質量合併的方式分析，包括次數分配、涂老師社交評量4.0版、教學觀察記錄、訪談記錄及教學省思。 本研究結果發現如下： 一、經涂老師社交評量施測後，顯示幼兒的社會地位獲得部份改善。 二、從次數分配中，發現幼兒在特質層面，受歡迎特質優於被拒絕特 質；則文化認知層面，客家認知皆優於排灣認知與跨文化認知。 三、透過訪談紀錄與教學省思，結果一致肯定多元文化藝術課程對幼 兒同儕互動與文化認知帶來正向效益。 最後，研究者根據研究結果與討論提出具體建議，以供教學者與未來研究者參考。 關鍵字：多元文化藝術、文化回應教學、同儕互動、文化認知
並列摘要
The research aimed to discuss the effect of multicultural arts on young children’s peer interaction and culture cognition. Based on the research purpose, the study used three teaching models to promote young children’s peer interaction and culture cognition development. Take one mixed-age kindergarten in one elementary school in Liudui Hakka district as the research participants. An 18-times multicultural arts courses was conducted. This study used qualitative and quantitative analysis method, including frequency distribution, sociometric test 4.0 version by Dr. Tu, teaching observing record, interview record and teaching reflection. The findings were as follows: I. After tested by sociometric test of Dr. Tu, the children’s social status had partial improvement. II. From frequency distribution, in the aspect of children’s characteristic, the welcomed one was better than the rejected one; as for culture cognition, Hakka cognition was better than Paiwan and cross-culture cognition. III. Through interview record and teaching reflection, the results consistently agreed that multicultural arts courses had positive effect on children’s peer interaction and culture cognition. Finally, the researcher proposed concrete suggestions based on the research results and discussion for the teachers and future researchers to make reference. Keywords: Multicultural arts, Cultural responsive teaching, Peer interaction, Cultural cognition