幼兒教師建構文化回應教學歷程之探究

Abstract

本研究旨在探討任教於原住民地區的幼兒教師在建構文化回應教學歷程中，如何根據幼兒的文化背景調整教學活動與營造正向的班級氛圍，並分析教學過程中教師多元文化素養的成長歷程。本研究採用行動研究的方法，以一所位於卑南族部落的幼兒園為研究場域。研究參與者包括研究者本人和兩位協同教師，三位均為漢族教師，以及23位幼兒，其中大多數為卑南族孩子。研究歷時約10個月，透過家長與族人訪談、課堂錄影、幼兒觀察紀錄、幼兒作品、教學週誌及教師研討紀錄等方式蒐集資料，將這些資料轉譯、編碼，並歸納出主題。研究結果如下：在文化回應教學的行動循環方面，發現文化回應教學的發展涵蓋了三個要素，分別為教師對幼兒文化背景的理解、適應幼兒文化背景的教學安排以及營造自在的班級氛圍。此外，當教師剖析與解決教學問題時，能以幼兒文化背景為考量，並善用多元教學策略，以平衡教師教育信念與幼兒文化特質。最為重要的是，與幼兒文化背景相異之教師，要發展有效的文化回應教學，關鍵在建立與當地居民的友誼橋樑。在教師多元文化素養成長方面，研究發現教師在建構文化回應教學歷程經歷三個階段：理論投入階段、教育信念擺盪與揉合階段、文化自覺階段。此歷程與教師文化敏感度有著雙向促進的關係。此外，協同教師間的和諧與互助關係也是發展文化回應教學的重要基礎。最後依據研究結果，提出對現場教師、教育行政主管機關與未來研究者之相關建議。

This study aims to explore how early childhood teachers in Indigenous areas construct culturally responsive teaching by adjusting teaching activities according to the cultural backgrounds of the children and creating a positive class climate. It also analyzes the growth process of teachers' multicultural literacy in the teaching process. The study employs an action research method, using a preschool located in a Pinuyumayan tribe as the research site. Participants include the researcher and two co-teachers, all of whom are Han teachers, as well as 23 children, most of whom are Pinuyumayan. The study spans approximately 10 months, during which data were collected through interviews with parents and tribal members, classroom recordings, child observation records, children's work, teaching journals, and teacher discussion records. These data were then translated, coded, and thematically analyzed. The results of the study are as follows:In the process of teaching, it was found that the development of culturally responsive teaching in preschools encompasses three key elements: understanding the cultural backgrounds of the children, adapting teaching arrangements to these cultural backgrounds, and creating an amiable class climate. Additionally, when teachers analyze and solve teaching problems, they are able to consider the children's cultural backgrounds and employ diverse teaching strategies to balance their educational beliefs with the cultural characteristics of the children. Most importantly, for teachers whose cultural backgrounds differ from those of the children, the key to developing culturally responsive teaching lies in establishing good relationships with the local community. In the development of teachers' multicultural literacy, the research found that teachers undergo three stages in the construction of culturally responsive teaching: the theory engagement stage, the vacillation and harmonization of educational beliefs stage, and the cultural awareness stage. This process has a mutually reinforcing relationship with the development of teachers' cultural sensitivity. Additionally, a harmonious and cooperative relationship among co-teachers is also a crucial foundation for developing culturally responsive teaching. Accordingly, recommendations are provided for early childhood teachers, educational administrative authorities, and future researchers.