國小多元文化教育課程實施之研究--以兩所國小為例

賴金河

指導教授 ： 黃政傑

國立臺灣師範大學/教育學院/教育學系/博士(2012年)

摘要

本研究旨在探究國小推展多元文化教育的課程實施與教學成效，以新北市兩所公立國小為研究個案，透過質性的研究方法:觀察、訪談與文件分析，量化的問卷調查法，蒐集資料後，兼顧質性與量化研究法的互補性，藉收統整的功能。以瞭解國小推展多元文化教育的課程實施與課程設計的特色、遭遇的困境、解決策略及課程實施後教師、學生與家長的滿意度，最後歸納研究結果，提出國小推展多元文化教育課程實施的相關參考建議。
本研究歸納研究結果與發現，如下所述：
一、國小多元文化教育的課程實施與實施理念及內涵
（一）國小多元文化教育的理念重在消除學生對新移民母國文化的偏見與認識東南亞各國文化為主。
（二）國小多元文化教育的課程設計採「學校層次」與「班級層次」。
（三）國小多元文化教育的課程實施方式採取「以國際文教中心主題展覽全校實施」與「以美食介紹為主題單一學年實施」兩種類型。
二、國小多元文化教育的課程之特色分析
（一）國小多元文化教育的課程內容架構具有「內容統整」與「消除偏見」的特性。
（二）國小多元文化教育的課程設計模式為「附加取向模式」
（三）國小多元文化教育的教學策略為「文化回應教學」。
（四）國小多元文化教育的課程實施具有促進課程參與者增能與互惠的效益。
三、國小多元文化教育的課程實施困境與解決策略
（一）實施多元文化教育的課程困境包括教師因素和課程融入與實施策略因素。
（二）國小實施多元文化教育能引進校外專家與資源。
（三）國小實施多元文化教育逐漸採取校本課程實施模式。
四、國小教師、家長與學生對學校實施多元文化教育課程的滿意度達中上水準。
最後，本研究根據研究發現與研究者反思，提出對教育部、教育局與國小未來研究的建議。

關鍵字

新移民子女 ； 多元文化教育 ； 課程實施

並列摘要

The purpose of the research was to explore multicultural education curriculum development and implementation of new inhabitant education in two elementary school . The research data was collected through classroom observations, interviews, document analysis, and questionnaire method. Data analysis was focused on evaluating the characteristics of multicultural education curriculum development, the difficulties when executing the curriculum, and the strategies in solving the problems of the curriculum.The satisfactory of teacher、parent and student. Finally, the researcher proposed suggestions to improve multicultural curriculum development of elementary according to the research data.
The main findings were as follows：
1. In terms of the concepts and contents of multicultural education in two elementary schools:
a.Their multicultural curriculums emphasized on the purpose of eliminating ethnic cultural prejudice epecialy southeast Asia country .
b.The multicultural education curriculums design level included “school level” and “classroom level”on the elementary schools.
c. The implementation of multicultural curriculums adopted the “whole school”and “one grade” type.
2. In terms of the characteristic of analysis of multicultural education in elementary school:
a.The multicultural curriculum frame work include “prejudice reduction” for immigrant and“content intergration”.
b.The multicultural curriculums development model was “ the additive approach”
c.The multicultural curriculums teaching strategy was“cultural responsed”.
d.The multicultural curriculums have empowered and benefited the participants during the implementation process.
3. In terms of the difficulties and strategies in solving the problems of implementing multicultural education curriculums development in elementary schools:
a. The difficulties included teacher and curriculum implementation factors.
b. The elementary teachers tried to clarify the nature of multicultural curriculum by using the strategy of dialoguing with outside curriculum experts.
c.「school based curriculum development」model was adopet when they faced multicultural education.
4.The elementary schools teachers、students and parents affirmed that the implementation of multicultural curriculum had facilitated elementary children’s learning.

Finally, some suggestions were proposed for Department of Educationa, Bureaou of Education in New Taipei City, the elementary school and teacher, future studies in this and related topics.

並列關鍵字

new inhabitant ( immigrant) education ； multicultural education ； curriculum developmentn

參考文獻

劉美慧（1999）。國民小學多元文化社會科課程設計與評鑑（Ⅲ）。國科會專題研究計畫成果報告。

蘇育令（2006）。外籍教師在台灣之幼兒教學經驗研究。（國科會專題研究計畫成果報告編號：NSC 95-2413-H-415-001）。臺北：中華民國行政院國家科學委員會。

宋敏慧、胡淑美、郭李宗文（2009）。鹿野鄉立托兒所實施多元文化的教學活動分享。幼兒教育，295，47-63。

陳美如（1998）。邁向開放的社會－－對話教學法的實踐。通識教育季刊，4（4），115-130。

蔡榮貴（2004a）。臺灣外籍配偶子女教育問題與因應策略。台灣教育，頁32-37。