Action Research in Multicultural Curriculum Design and Teaching Practice

多元文化課程設計與教學實踐之行動研究

陳炫任(Hsuan-Jen Chen)

《教育與多元文化研究》 8期 (2013/05) Pp. 35-65

摘要

本研究旨在探討多元文化教育的課程設計與教學實踐，採用質化研究取向之行動研究法，研究者以臺灣中南部一所技術學院為研究場域，檢視自身所教授的多元文化教育課程。其主要目的在於改善多元文化課程，以挑戰學生對於人類文化多樣性的信念與態度。為達成前揭研究目的，本研究除檢視授課教師之教學理念及其對課程設計的影響，亦同時審慎檢驗學生學習表現以評量教學成效。其研究資料包括課程綱要、教案設計、教師教學現場之觀察與反思、學生作業及期末反思等。本研究分析課程中各教學活動的可行性，並可具體瞭解該課程所能帶給學生的影響。更重要的是，研究結果或可做為未來擬訂多元文化課程與教學改善計畫之有效參照。本研究結合課程發展與教學實踐，預期在學術上有助於豐富多元文化教育文獻，並能鼓舞更多相關研究之進行。就最終目標而言，本研究乃期望提升臺灣的多元文化教育，俾使整體社會於面對我國當前的多元化發展，得能更加敏銳並更為妥適地予以回應。

關鍵字

多元文化教育 ； 行動研究 ； 教學實踐 ； 課程設計

並列摘要

This study explores the curriculum design and instructional practice of a multicultural education course offered at an institute of technology in southern Taiwan. It presents an action research study within the qualitative research tradition. Its goal is to improve the multicultural education curriculum so that it will serve the students better in terms of challenging their beliefs and attitudes toward human diversity. To achieve such a goal, this project provides insights into the instructor's teaching philosophy and its impact on the curriculum design. It scrutinizes carefully students' learning performances to evaluate the effectiveness of the instructional activities. Results of the study will have implications for further research and future practice. The ultimate goal of this study is to promote multicultural education in Taiwan so that the field of education and society as a whole will be more sensitive and responsive to the diversity of the country.

並列關鍵字

multicultural education ； action research ； teaching practice ； curriculum design