公民與社會科教師多元文化素養與教學信念

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2010

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本研究旨在探討「公民與社會」科教師的多元文化素養現況,並探討不同個人背景變項(性別、族群、畢業系所、教學區域、教學年資)的「公民與社會」科教師多元文化素養的差異情況。研究工具引用何縕琪、蔡純純、范德鑫、張景媛(2009)所編撰之師資生多元文化教學能力量表。本研究的多元文化素養量表包含三個面向:「多元文化知識」、「多元文化覺察」、「多元文化技能」,並將「多元文化知識」、「多元文化覺察」、「多元文化技能」三項分量表的分數做相關,探討多元文化素養內涵(多元文化知識、多元文化覺察、多元文化技能)之間的相關程度。 本研究先採問卷調查「公民與社會」科教師多元文化素養現況,共發出301份問卷,有效回收問卷為240份,分別以描述統計、單因子多變量變異數分析、皮爾森積差相關等統計方法進行資料分析,輔以訪談法了解不同類型學校的公民與社會科教師多元文化教學信念。本研究主要發現歸納如下: 一、「公民與社會」科教師的多元文化素養(多元文化知識、多元文化覺察、多元文化技能)均在中上程度。 二、不同個人背景變項(性別、族群、畢業系所、教學年資、教學地區)的「公民與社會」科教師,其多元文化素養並無顯著差異。 三、多元文化素養內涵方面,「多元文化知識」、「多元文化覺察」和「 多元文化技能」之間均為中度相關。 四、 教師的多元文化教學信念訪談結果則分列如下: 1.在多元文化教育中,教師特質以「同理」的部份最多,其餘 的特質則視教學情況不同而轉換。 2.公民與社會科課程綱要方向明確,符合多元文化精神,但課 程內容較少價值觀描述,須大量補充教學資料。 3.教學模式必須多樣豐富,要能引發學生學習興趣,運用適當 的媒體素材可使教學情境真實呈現。 4.多元文化的班級經營強調以學生為中心,注重開放平等的教 學氣氛,衝突情況的處理要能讓學生學會包容和聆聽。
The purpose of this study is to investigate the current multicultural literacy status of “Civics and Society” teachers and the discrepancy in their multicultural literacy resulted from different background variables (gender, ethnicity, university major, teaching area, teaching seniority). The research tool is the multicultural literacy scale “the Construction of Multicultural Teaching Competencies Inventory for Teacher-training Student” (Ho Yun-chi, Cai Chun-chun, Fan Der-Hsin, Chang Ching-Yuan 2009). This scale contains three dimensions: multicultural knowledge, multicultural awareness, and multicultural skills. The correlation among the scores of the three dimensions is applied in interpreting the relationship between the status of the multicultural literacy and “Civics and Society” teachers’ teaching beliefs. First, we use questionnaires to investigate the multicultural literacy status of “Civics and Society” teachers. The total number of questionnaires distributed is 301, recycling 240 valid ones. The statistical methods applied here are descriptive statistics, single factor multivariate analysis of variance, and Pearson Correlation. Secondly, we interview “Civics and Society” teachers in different types of school to know their teaching beliefs. The major findings are summarized as follows: 1.The multicultural literacy status of “Civics and Society” teachers in three different dimensions: multicultural knowledge, multicultural awareness and multicultural skills are all above average. 2.Personal background variables (gender, ethnicity, university major, teaching area, teaching seniority) do not affect the multicultural literacy status of "Citizen and Society" teachers significantly. 3.The correlations among the three dimensions of multicultural literacy are all moderate. 4.The summary of interviews on multicultural teaching beliefs are as follows: 1) The most important characteristic of multicultural teachers is to be empathetic, while the rest roles change depend on different teaching situations. 2) The outline of multicultural curriculum is clear, but with less description of values in contents, teachers need to provide a lot of teaching materials. 3) It must be rich and diverse for multicultural teaching in order to arouse the students’ interest in learning. Using appropriate media material can show the real teaching situation. 4) The classroom management of multicultural teaching put emphasis on student-centered learning. The teaching atmosphere is open and equal. Also, handling conflicts enables students to learn tolerance and empathy.

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多元文化教育, 多元文化素養, 教學信念, multicultural education, multicultural literacy, teaching beliefs

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