偏鄉國小教師的多元文化教育認知及新移民子女的教導經驗：文化剝奪觀點的再思考

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Title:	偏鄉國小教師的多元文化教育認知及新移民子女的教導經驗：文化剝奪觀點的再思考
Other Titles:	The Multicultural Education Cognition of Elementary School Teachers and the Experience of Teaching New Immigrant Children in Remote Townships: Reconsider the Viewpoint of Cultural Deprivation
Authors:	廖美珊 Liao, Mei-shan
Contributors:	國際暨大陸事務學系亞太研究碩士班邱琡雯 Shwu-wen Chiou
Keywords:	文化剝奪;新移民子女;多元文化教育 Cultural deprivation;New immigrant children;Multicultural education
Date:	2012
Issue Date:	2015-01-08 09:38:12 (UTC+8)
Abstract:	近年來，新移民子女學齡人口日益成長的現象，國小教師首當其衝，接觸多元文化的機會漸增，在現今多元的環境中，多元文化教育之推行更顯得重要，教學者絕對是影響多元文化教育實踐的重要層面之一，國小教師是否具備多元文化觀來面對這群「新台灣之子」，是一個令人關切的議題。　　　本研究主要採質性研究的深度訪談法，分別對六位偏鄉國小教師進行半結構式訪談，並輔以參與觀察法，從文化剝奪觀點（Cultural deprivation）的再思考來分析，針對教師教導新移民子女的經驗進行探究，探討教師對多元文化教育有哪些認知與覺察，面對新移民子女時，教師如何持文化剝奪觀來看待新移民子女的學習與適應。　　　本研究結果如下：（一）教師多元文化教育認知普遍不足。（二）教師以「文化剝奪」觀點對待新移民子女的學習需求。（三）教學時間不足與欠缺適當教材為實施多元文化教育的阻礙。（四）教師大多依據教科書傳遞的主流文化進行多元文化教學。　　　最後，根據本研究結果，就教師、學校、教育行政單位以及後續研究者提出建議，以供參考。　　In recent years, the population of school-aged children of new immigrant is rapidly growing, elementary school teachers are the first to get exposure to multicultural environment, therefore more and more emphasis needs to be placed on multicultural education. The instructors definitely are the ones who play important roles to promote multicultural education, and whether the elementary school teachers possess a multicultural viewpoint in leading these ＂New children of Taiwan＂ is an issue of concern.　　　This study was conducted by qualitative and in-depth interviews. Semi-structured interviews to six teachers of remote elementary school supplemented by participant observations were performed and the data was further analyzed in reconsideration of the viewpoint of cultural deprivation. The analysis was done in several aspects: teachers’ education experience to children of new arrivals, teachers' cognition and awareness of multicultural education, the ways that the teachers look at learning and adaptation of new immigrant children in the viewpoint of cultural deprivation.　　　The results of this study are as the followings: (1) Teachers' lack of awareness of multicultural education. (2) Teachers try to meet the learning needs of the children of new immigrants in the viewpoint of “cultural deprivation”. (3) The lack of teaching time and lack of appropriate teaching materials hinder the implementation of multicultural education. (4) Most teachers carry out a multicultural teaching based on the textbook.　　　Finally, according to the results of this study, we provide our recommendations to teachers, schools, educational authorities, as well as future researchers as reference.
Appears in Collections:	[Department of International and China Studies, The M.A. Program of Asia-Pacific Studies and Public Policy Studies] Disserations and Theses(M.A. Program in Asia-Pacific Studies)

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