運用文化回應教學於東南亞多元文化教材之行動研究

An Action Research on Culturally Responsive Teaching in Multicultural Material of Southeast Asia

黃富美(Fu-Mei Huang)

指導教授 ： 利亮時

國立暨南國際大學/人文學院/東南亞研究所/碩士(2011年)

摘要

摘要
本行動研究是試著利用「東南亞多元文化教材」，設計運用文化回應教學的多元文化課程，以解決目前教學所遇到的困境。
一、課程設計
根據文獻探討歸納出︰設計課程前應以文化差異、文化鷹架為依據，並考量學生文化背景與優勢多元智能。實作時，研究者考量不變動既有學校課程、不增加學生學習負擔，先將國語領域、生活領域、綜合領域統整為四大主題，分別為「我的家人」、「生活在一起」、「媽咪真偉大」、「水的遊戲」，再採取融入式課程，挑選適合的多元文化教材融入其中，並輔以新聞時事，全體學生施以多元文化教學，而新住民子女在課程中則輔以文化回應教學支持。期望藉由課程教學能降低刻板印象、提高同儕關係以及提升新住民子女學習成就與學習態度。
二、東南亞多元文化教材內容分析
東南亞多元文化教材內容分析結果：「國民小學多元文化教材東南亞篇－我們都是一家人」文化意向偏向「文化認知」的部份內容偏重東南亞文化的風俗民情或顯性文化的介紹。「多元文化繪本」和「多元文化小說」文化意向偏向「文化情意」的部份，以故事敘述的形式呈現東南亞多元文化議題或隱性文化的展演。
三、師生成長
（一）教師角色觀察與師生成長
1.教師關心新住民議題，學生刻板偏見明顯降低
2.連結學生生活經驗，學習態度越積極
3.教師省思札記紀錄，教學盲點看得到
（二）班級氣氛觀察與師生成長
1.教師適當的期待，學生自信提高
2.體驗合作學習，同儕互動愈趨正向
3.師生共同規範，秩序有條不紊
4.關懷學生，拉近師生距離
5.文化一致的溝通，親師生受益
6.布置多元教育環境，學生文化刺激越多
（三）課程教學觀察與師生成長
1.族群文化教學新奇，學習是沒有壓力的
2.西方文化較強勢，傳統傳承出現間隙
3.商業化強力包裝，文化傳承意義走味
4.提供文化比較經驗，學生發現文化差異
5.了解文化衝突，學習包容差異

關鍵詞：文化回應教學;多元文化課程;多元文化教材

關鍵字

文化回應教學 ； 多元文化課程 ； 多元文化教材

並列摘要

Abstract
This study is to design and implement a multicultural curriculum using “culturally responsive teaching” in Multicultural Material of Southeast Asia, and to improve immigrated and general family students’ attitudes, participation and their interaction as well.
The literature review related to the learning difficulty of immigrated students, the theory of culturally responsive teaching and multicultural curriculum, and the published literature related to the culturally responsive teaching were conducted.
This study aimed at the effects of using “culturally responsive teaching” in Multicultural Material of Southeast Asia in the first grade of a primary school. Twenty-two first grade students, including one immigrants’ child, were recruited over three months through the action research with an integrated curriculum of Southeast Asian Multicultural Material and culturally responsive teaching.
The contents of teaching materials included teaching design based on the students’ authentic life experience and immigrants’ native cultures into the framework of multicultural curriculum. In addition, multiple teaching strategies that fitted in with the learning style of students and Multiple Intelligences were also implemented to improve immigrants’ children’s achievement, and to improve the interaction of students.
The results of this study are described as follows.

1.The growth of the teacher’s role：
（1）When teachers were concerning about immigrant issues, students would reduce their stereotype significantly.)
（2）Connecting the authentic life experiences to the teaching could improve both immigrated and general family students’ learning attitude and participation.
（3）Teaching journals could be reviewed and improve the instructional strategies as well as solve the instructional problems.
2.The growth of class atmosphere：
（1）Students’ self-confidence could be positively built by suitable expectations given by teachers.
（2）The interaction between immigrated and general family students could be positively improved by Collaborative Learning.
（3）Systematical classroom order could be positively built by setting explicit rules for the behaviors.
（4）The true concerns given by teachers could be positively promote the friendship between teachers and students.
（5）Communicating with students in culturally congruous ways could help teachers, students and parents get benefits.
（6）With decoration of multicultural environment, students could get more cultural capacities of their own culture and other cultures.

3.The growth of curriculum design and the instructional strategies：
（1） When studying interesting ethnic cultural curriculum, students have no pressure.
（2）Western Culture effects our traditional cultures.
（3）Over attending to commercialization, traditional cultures lose their meanings.
（4）When teacher provides the compared issues between Taiwan and Southeast Asia, students could find diversities.
（5）Culturally responsive teaching could enhance all students’ multicultural capacity to respect and tolerate the cultural diversity.

According to the above findings, some suggestions for teachers and future researchers would be provided as for references.

Keywords: culturally responsive teaching; multicultural curriculum; Multicultural Material

並列關鍵字

culturally responsive teaching ； multicultural curriculum ； Multicultural Material

參考文獻

參考書目

一、中文部份

（一）專書

G. Gay（2006）。《文化回應教學法:理論，研究與實施》。臺北︰文景。

朱瑛、蔡其蓁（譯）（2007）。Ramsey, P. G.著。《多元世界的教與學：兒童的多元文化教育》。臺北：心理。