幼兒園所的多元文化教育實踐

The Practice of Multicultural Education of Preschool

張耀宗(Iau-Chung Chang)

《幼兒保育學刊》 4期 (2006/12) Pp. 107-122

https://doi.org/10.6433/JCC.200612.0107

摘要

台灣具有多元種族與多元文化存在的事實，由於過去獨尊一元的教育體制，造成少數族群被同化的窘境，讓多元文化無法在台灣開花結果。多元文化在於強調族群間的平等尊重共存共榮，而這唯有靠多元文化教育的具體落實；尤其是幼兒擁有敏銳的知覺，及早於幼兒園所實施多元文化教育更有其急迫性。文化與認同的關係密切，認同則與知識的學習有關，而語言則是這些關係的基礎，因為沒有語言就沒有文化。本文也從教師、家長、情境、說故事與語言等五個層面，對於幼兒園所的多元文化教育實踐，提出初步的建議。

關鍵字

幼兒園所 ； 幼兒教育 ； 多元文化教育

並列摘要

There are existed multi-ethnic groups and multi-cultures in Taiwan. Due to stress one-dimension educational system in the past time, it made that the minority ethnic groups have been accepted the assimilated education, and could not see the prosperous result within multi-cultures. If we can achieve the ideal aim of multicultural education, it can improve the respective attitude between the different ethnic groups. Because infants have sensible perception, it is very important to practice multicultural education in preschool. There is a familiar relationship between culture and identity, and identity is also relational with knowledge learning, and language is a basic factor within these relationships, because there is not culture without language. There are five suggestions of multicultural education of preschool primitively in the writing, including teacher's cognition, parent participation, classroom situation, story-telling, and language.

並列關鍵字

preschool ； preschool education ； multicultural education