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alterative teaching strategies
case method teaching
the issues-centered approach
This research aims to explore the possibility of implementing multicultural alternative teaching strategies in the Civics subject in a junior high school. By analyzing and examining the teaching practices, it is expected to enable a comprehensive understanding of how the curriculum affects junior high school students on the way they perceive cultural diversity, so as to better implement multicultural education at junior high school level. In this research, the researcher reviews and examines the related literature, including the theoretical basis of multicultural education, the curriculum and instruction of multicultural education in Taiwan, the case method teaching approach and the issue-centered approach of alternative teaching strategies, to build on the rationale of this study. This research is conducted by means of action research. The field of this study is the social studies classes taught by the researcher. The research purposes are: designing appropriate alternative teaching strategies for junior high school multicultural education, analyzing the problem and issue of implementing these teaching strategies, as well as understanding the students’ learning experiences and their evaluation of the alternative teaching strategies. This research focuses on the topics of race and gender in order to do the teaching design. In addition to two lesson plans, students’ worksheets, interview records, class observation records and the teacher’s reflective journal are used as qualitative data collection instructions, while students’feedback questionnaires as the quantitative data collection instruction. The above multiple research instruments were designed to ensure the trustworthiness of this study. Based upon the analysis of the qualitative and quantitative data, the researcher finds that alternative teaching strategies can better motivate students to learn and increase the effectiveness of the lessons. Students’ capabilities of showing rational respect, accepting diversity, promoting reflective thinking, and carrying out social actions, which are emphasized in multicultural education, improve significantly through the implementation of alternative teaching strategies. Also, both the students and the teacher become more aware of multicultural issues during this research. Finally, this study also provides feasible suggestions to teachers who might be interested in applying alterantive teaching strategies to multicultural education.
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