跨越邊界：成為高等教育文化回應教師的歷程
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Date
2020-12-??
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國立臺灣師範大學教育學系
Department of Education,National Taiwan Normal University
Department of Education,National Taiwan Normal University
Abstract
為了發展能敏覺、因應與突破大學生異質的文化背景所潛藏的種種教學難題，研究者透過教師自我研究的行動研究，坦誠地反思與揭露一位大學教師在課程發展中致力成為文化回應教學者「跨越邊界」的歷程。研究結果顯示，高等教育的文化回應教師需要在教師準備、師生關係經營，與文化回應教學融入課程⋯⋯等層面經歷「跨越邊界」的三個歷程：一是自我批判、學習與轉化學生文化差異為教學資源，並發展社會政治意識。二是營造關懷、信任、文化溝通、權力共享的教室。三是發展屬於自己專業課程適用的文化回應教學。本研究提出閱讀理解、田野工作、反思、書寫及學習者行動研究等「五位一體」的課程與教學，並認為文化回應教學雖具獨特性、靈活性，理念與方法卻是可被複製的。
In order to be aware of, cope with, and overcome all potential difficulties in instructions brought about by university students' diverse backgrounds, the researcher, as a university teacher, frankly reflected and disclosed a "border-crossing" journey when striving to be a culturally responsive teacher through "self-study action research". The results showed that in higher education, a culturally responsive teacher must experience three parts of "border-crossing" journey in terms of teacher's preparation, the management of teacher-student relations, and the integration of culturally responsive instruction into curriculum. The first part of the journey is self-criticizing, learning about students' cultural differences and transforming them into resources for instruction, and developing socio-political awareness. The second is constructing a classroom that is caring, trusting, culturally communicable, and power-sharing. The third is developing a culturally responsive instruction suitable for one' s own professional curriculum. The research proposed a "five in one" curriculum and instruction (reading comprehension, field work, reflection, writing, and student action research) and suggested that though culturally responsive instruction is unique and flexible, its idea and methodology are duplicable.
In order to be aware of, cope with, and overcome all potential difficulties in instructions brought about by university students' diverse backgrounds, the researcher, as a university teacher, frankly reflected and disclosed a "border-crossing" journey when striving to be a culturally responsive teacher through "self-study action research". The results showed that in higher education, a culturally responsive teacher must experience three parts of "border-crossing" journey in terms of teacher's preparation, the management of teacher-student relations, and the integration of culturally responsive instruction into curriculum. The first part of the journey is self-criticizing, learning about students' cultural differences and transforming them into resources for instruction, and developing socio-political awareness. The second is constructing a classroom that is caring, trusting, culturally communicable, and power-sharing. The third is developing a culturally responsive instruction suitable for one' s own professional curriculum. The research proposed a "five in one" curriculum and instruction (reading comprehension, field work, reflection, writing, and student action research) and suggested that though culturally responsive instruction is unique and flexible, its idea and methodology are duplicable.