本研究目的在於發展國民中學公民與道德多元文化課程與探討課程實施歷程,學生多元文化學習經驗與成長,以及教師實施多元文化課程的心路歷程與反思。 本研究採取行動研究法,以研究者任教的桃園縣某國民中學一個九年級班級的30位學生為研究參與者,另外還有兩位教師擔任合作的教師社群。 研究收集包含自編多元文化教材外,還包含學生學習單、訪談紀錄、教師社群教室觀察記錄與教師省思日誌。最後運用三角檢證方法以使研究結果更具信實性。 歸納研究發現與結果,提出以下結論: 一、 多元文化課程設計多樣化,素材選擇多元化以及教學方法重體驗,提高學生參與度與主動性。 二、 多元文化課程設計可結合校內教師社群與校外家長與社區資源。 三、 多元文化課程實施以學生為主體,透過師生對話與反思,改善課程內容。 四、 透過體驗活動,學生學會尊重、包容與同理心,並體會公民社會責任感。 五、 教師透過行動反思,獲得專業成長並建構多元文化課程的實踐知識。 最後,本研究依據以上的結論,針對教師、學校行政以及未來研究提出具體建議。
The purpose of this study is to develop civic and moral junior high school curriculum and to explore multicultural curriculum implementation process, students multicultural learning experience and growth, as well as teachers implement the mentality of multicultural curriculum and reflection. Action research was taken in this study, the participants in this study are 30 ninth- grade students in the school of researcher’s, and two other teachers are as collaborative researchers. The study collection includes multicultural materials made by the researcher, it also includes student worksheets, interview records, classroom observations by collaborative researchers and teacher ‘s logbooks. Finally, the use of triangulation method permits make research results more faithful. Summarized research findings and results, conclusions are following: 1.A multiple multicultural curriculum design, multiple material selection and teaching methods focus on experiences which are improving students ' participation and initiative. 2.The design of the multicultural curriculum can be combined with the teacher community and outside of the school parent and community resources. 3.The multicultural curriculum with students as the main body, and through teacher-student dialogue and reflection, enhancing the curriculum. 4.Through the activities, students learn to respect, tolerance and empathy, sense and experience of civil society. 5. Teacher get professional growth through action reflection, and construct practical knowledge of multicultural curriculum. Finally, this study based on the above conclusions, teachers, school administrators, and make specific recommendations for future research.
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