馬來西亞獨中華文教師多元文化課程實踐之研究：邊陲對話與回應轉化

Abstract

本研究旨在建構一個能回應馬來西亞沙巴州華文獨立中學多族群班級文化多樣性的課程方案並探究其實踐的轉化。希冀透過課程實施的分析、論述，從中理解馬來西亞華文課程如何可能從單一的華族文化本源學習，轉變為回應多族群班級學生學習需要的可能。為達前述目的，本研究以沙巴州華文獨立中學初中一年級的學生為研究對象，採多元文化課程取徑設計課程方案，分別從課程實施成效、學生學習表現及教師專業成長三層面來探究族群文化多樣性融入馬來西亞華文獨立中學華文課程的實施情況。本課程實踐的資料蒐集與分析，採質性研究取徑為主。包括：學生學習單、訪談記錄、課堂觀察記錄、官方文件等。首先，先就課程方案的發展理念、目標、模式、實施方式說明一位馬來西亞獨中的初中華文教師，在與研究者協同討論的歷程中，其個人對該學科教師如何教及學生如何學，才能啟動學生線上學習的動機與成效加以敘述。其次，聚焦於課程實施歷程及其因應策夜。最後，則闡述教師專業成長。本研究的主要發現有三方面：一、 馬來西亞沙巴州多族群、文化之多元教育主題融入華文課程的設計與教學，豐富了學習內容多元與多樣性，學生開始透過議題討論檢核習以為常的現象與問題。 二、 馬來西亞沙巴州多族群、文化之多元教育主題教學活動因疫情無法實施時，除了按下暫停鍵，批判思考是梳理成因重要的取徑。 三、 教師實施馬來西亞沙巴州多族群、文化之多元文化華文教育課程方案後，開始意識並覺醒文化對學習的影響，以及體認到教師即為課程創制者的重要性。The purpose of this study to design and explore the transformation of a curriculum that responds to the cultural diversity of multi-ethnic classes in Chinese independent secondary schools in Sabah, Malaysia.Through the analysis and discussion of the implementation of the curriculum, it is hoped to understand how the Malaysian Chinese language curriculum may be transformed from a single Chinese culture-based learning to one that is responsive to the learning needs of multi-ethnic classes. In order to achieve the above objectives, this study uses Year 1 students in Sabah Chinese independent secondary schools as the target group, and adopts a multicultural curriculum approach to design a curriculum program to investigate the implementation of ethnic cultural diversity into the Chinese language curriculum in Malaysia Chinese independent secondary schools in three aspects: curriculum implementation effectiveness, students' learning performance and teachers' professional growth. The main findings of this study are： 1. The integration of the theme of multi-ethnic and multicultural education in Sabah, Malaysia into the design and teaching of the Chinese Language curriculum has enriched the diversity and plurality of the learning content, and students have begun to examine the usual phenomena and problems through discussion of issues. 2. Critical thinking is an important way to identify the causes of the inability to implement multi-ethnic and multicultural education themes in Sabah due to the epidemic, in addition to suspension.3. After implementing the Malaysian Sabah Multiracial and Multicultural Chinese Education Curriculum program teachers became aware of the impact of culture on learning and the importance of the teacher as maker of the curriculum.