隨著政治的民主化、社會的日益開放,台灣社會也逐漸體認到多元文化社會的事實,期望以多元文化的公民教育,來促進國內各族群的相互尊重和瞭解。國家所頒訂的課程綱要是課程的最高層次,唯有在綱要內容中確實蘊含多元文化教育的理念,下游的正式課程或教科書編審,以及教師在課堂內的運作課程也才能設計、實施並落實多元文化教育的目標。有鑒於此,本研究乃著眼於從九年一貫課程國中社會學習領域綱要內容之分析,進行多元文化概念的檢視,並進一步建構國中社會學習領域公民教育課程中的多元文化課程內涵,最後提供國中社會領域公民教師實施融入多元文化概念的幾點參考如下:1. 除族群和性別外,融入公民教育之多元文化概念應顧及更多的弱勢族群;2. 多元文化的概念可以融入到公民教育課程的各個單元中,小至個人,大至國家與全球,而不應只侷限在特定的議題;3. 為避免造成課程超載的現象,教師應實際檢視與分析原有公民教育課程目標中可以融入之多元文化概念,在既有之課程架構上轉型加入相關概念;4. 公民教育課程的實施應兼顧「延續國家共同文化的價值」以及「肯認不同族群文化的差異」兩者之間的平衡。
In recent years, multicultural education is attached more importance with the political, economic, and social opening in Taiwan society. The goal of multicultural education is to build an educational environment that each student is equal and respected regardless of the culture. The multicultural education is emphasized on Grade 1-9 Curriculum reform. The purposes of this study are to analyze multicultural concepts of grade 1-9 curriculum guidelines, and construct the multicultural curriculum on civic education in social studies at junior high schools. Finally, some references are offered as following:1. Besides the ethnic and gender, civic education in social studies must give consideration to more multicultural concepts of other disadvantage minority.2. The multicultural concepts can be infused into civic education in social studies from individuals, society to global issues.3. Teachers must examine and analyze the original goals of civic education in social studies. Then, they can find the corresponding multicultural concepts and infuse into the original civic education goals.4. The implementation of civic education in social studies must place importance on both sides of conforming to national core values and respecting different cultures.