國小教師多元文化素養之形成與實踐

Multicultural Literacy Cultivation and Implementation of Elementary School Teachers

賴靜宣(Ching-Hsuan Lai)

指導教授 ： 簡玉敏

中原大學/人文與教育學院/教育研究所/碩士(2009年)

https://doi.org/10.6840/cycu200900890

摘要

身處於多元文化的社會中，多元文化議題為當代研究之趨勢。教師為推行多元文化教育之第一線人員，因此教師之角色與多元文化素養尤顯重要。本研究的目的為探究國小教師多元文化素養之形成及教學上的實踐情形，並分析教師多元文化素養發展與實踐之互動歷程。由於多元文化素養為一內化的思維，而質化研究可以更深入看見個人對文化的自我覺察。因此本研究選擇桃園縣自由（化名）國小兩位教師為研究參與者，進行個案研究。兩位老師以多元文化教育為核心的教案設計，獲得「永續校園與環境教育協同教學教案」特優。本研究藉由深入訪談、參與觀察、及文件分析方法進行資料的蒐集，且運用持續比較法(Glaser & Strauss, 1967)進行資料分析，並運用三角檢證、研究者回饋及參與者查證，以確保資料的真實性。
教師的多元文化素養發展是一個連續而長久的過程，本研究發現兩位老師對多元文化價值的判斷是來自成長背景、求學過程與教職生涯中，透過人際互動、事件經歷等個人對文化經驗的累積加以轉化而成，最後形成自身的多元文化素養。依據資料分析結果，獲得以下結論：
一、多元文化素養的形成是經過成長背景、求學經驗及教職生涯的經歷，透過與他人互動而不斷開展。
二、多元文化認知的實踐上，從認同自己的文化，推己及人至接納不同文化。
三、多元文化技能的實踐上，落實文化回應教學，營造多元共融的教室氣氛，提升師生多元文化批判能力。
四、多元文化覺知的實踐上，著重在自身刻板印象的覺察，扮演批判者的角色，並追求社會的公平正義。
五、多元文化素養的互動歷程是一個由內而外的迴圈，多元文化理念與實踐經由不斷交錯、反思與修正的循環過程，產生質變與量變

關鍵字

多元文化素養 ； 多元文化教育 ； 新移民子女

並列摘要

Researching multicultural issue is a trend in the multicultural society. Teacher plays an important role in multicultural education, which points out the importance of teacher’s multicultural literacy. The purpose of this research is to understand multicultural literacy cultivation and implementation of elementary school teachers; moreover, to analyze the interaction between implementation and evolving process of teacher’s multicultural literacy.
Because of multicultural literacy is an internal thought that requires personal awareness and reflection toward diverse cultures; this study employs a case study by using a qualitative approach. Freedom Elementary School is selected for its reputation of quality multicultural education. Two teachers, who won a prize of excellent curriculum design in multicultural education at Tao Yuan County, are chosen for this study. Data collection included formal and informal interviews, observation and document analysis. Data trustworthiness includes triangulation, feedback and member check from the instructors for the accuracy of data interpretation.
Teacher’s multicultural literacy is a continuous and permanent process. Based on the analysis result, this study has reached the following conclusions:
1. The findings indicate that the evolving process of multicultural literacy is from the growth background, the process of studies pursuing and careers of being teacher. Through the interpersonal interaction and experience, teachers can transform cultural experiences to multicultural literacy.
2. In practice of multicultural cognition, teachers have positive perspective on ethnic group, and from approving self to accepting different culture.
3. In practice of multicultural skill, teachers can carry out the culturally responsive teaching, building a harmony classroom, and promote their own and students’ multicultural critique ability.
4. In practice of multicultural cordiality, teachers can inspect self-mechanical impression, and plays a criticized role to pursuing fair faith and social justice.
5. The interaction between implementation and evolving process of multicultural literacy is from inside to outside like a spiral, and the multicultural idea and practice is a chain reaction and cyclic process by unceasingly introspect and revise. It is a process of qualitative and quantitative change.

並列關鍵字

New Immigrant Children ； Multicultural Education ； Multicultural Literacy

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