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Title: 國中階段新移民課程方案發展與教學實踐
The Development of Curriculum Project and Teaching Practice about Issues of Immigrant Women
Authors: 劉美慧
Sun, Yi-Jou
Keywords: 新移民女性
immigrant women
multicultural curriculum
operational curriculum
experienced curriculum
Issue Date: 2012
Abstract: 本研究旨在發展一套適合國中學生的新移民課程方案,並透過教學實踐提升學生的多元文化素養。本研究的課程方案強調轉型與批判取向的反歧視教育,由四個主題統整而成,分別為「社會困境」、「理解欣賞」、「跨越人我」與「社會行動」,從理解多元文化、跨越邊界到實踐關懷,循序漸進地探究新移民議題。本研究於新北市一所國中實施,研究參與者為該校八年級33位學生,由研究者身兼教學者,透過觀察、訪談與文件分析,探究師生的運作課程、學生經驗課程,並分析課程轉化情形及其因素。研究結論如下: 一、課程方案從認知思考到理解欣賞,從同情理解到行動實踐,逐步探究新移民議題,增進學生批判意識的覺醒。 二、學生在面對多元文化議題時,依其族群偏見與多元文化意識,可區分為九種類型。 三、受到學生文化背景與意識型態的影響,運作課程轉化至經驗課程時,有部分課程遺漏或增加。 四、課程方案對新移民子女會造成潛在傷害性,但藉由教師的轉化,成為賦權增能的契機。 五、在重視學科導向的教學場域中,轉型模式課程方案的實施仍面臨諸多挑戰。 根據上述結論,本研究提出以下建議: 一、教師應化身轉化型知識分子,將新移民課程方案依概念深淺,安排至國中階段的學習進程中。 二、運用有效教學策略,針對不同層次的偏見與刻板印象進行解構。 三、教師應關注班級內的族群關係,面對、正視族群衝突議題。 四、教師應致力於解構學生的深層偏見,促進學生的意識覺醒,營造催化行動的教學環境。
The purpose of this study is to develop a multicultural curriculum focusing on the issues of immigrant spouses from southeast Asia to enhance eighth-grade students’ multicultural literacy. The curriculum in this study applied transformative and critical approach to carry out the anti-discrimination education, which integrated by four curriculum themes, including “social dilemma,” “understanding and appreciation,” “border-crossing” and “social actions.” This curriculum sequentially explores the issues of immigrant women, from comprehending multicultural issues, crossing borders to caring praxis. This study involved 33 eighth-grade students in New Taipei City. The curriculum lasted for 12 weeks. During the author’s teaching process, qualitative methods of data collection such as participatory observation, interviews and document analysis were applied to explore operational curriculum and experienced curriculum, and then analyze the situations and influencing factors of curriculum transformation. This study emerged the following findings: 1. This multicultural curriculum project progressively explored the issues of immigrant women through cognitive thinking, sympathetic understanding, and social action to enhance students’multicultural literacy. 2. Students involved in this study were be divided into nine types according to their ethnic prejudices and multicultural awareness. 3. Influenced by the students’ cultural experience and ideology, contents of the curriculum project were attenuated or strengthened partially when the operational curriculum transformed to the experienced curriculum. 4. Although the curriculum project would cause potential disadvantages to the children of immigrant women, the transformative action of teacher could became an empowerment opportunity open to all students. 5. The transformative and critical approach encountered many challenges in subject-oriented teaching field. Based on the findings above, the suggestions are as follows: 1. Teachers are encouraged to be transformative intellectuals, applying curriculum program about issues of immigrant women, in proper sequence, to students’ learning process. 2. Utilizing effective teaching strategies to deconstruct different levels of prejudice and stereotypes. 3. Teachers should pay attention to ethnic relations between students and confront squarely the issues of ethnic conflict. 4. Teachers should devote themselves to deconstructing the deep prejudices of students, awakening students’ awareness and creating a teaching environment to encourage student participation in social action.
Other Identifiers: GN0698000507
Appears in Collections:學位論文

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