多元文化教育融入學校本位課程對族群文化認知學習之影響

dc.contributor李素馨zh_TW
dc.contributorSu-Hsin Leeen_US
dc.contributor.author王怡又zh_TW
dc.contributor.authorYi-You WANGen_US
dc.date.accessioned2019-08-29T09:59:22Z
dc.date.available2013-8-29
dc.date.available2019-08-29T09:59:22Z
dc.date.issued2013
dc.description.abstract本研究在探討多元文化教育融入學校本位課程的實施有無對於學生族群文化認知學習、族群接觸經驗、族群互動行為是否有所影響,以及三個族群(漢人、原住民、新住民)在族群文化認知學習、族群接觸經驗及族群互動行為是否有所差異,並且檢視影響族群互動行為之影響因素,最後以研究結果與發現提出結論與建議。 本研究以問卷調查與質性訪談做為研究方法,於2012年9月至10月以桃園縣北區D國中與新北市南區T國中七年級學生為施測對象,發放問卷450份,有效問卷為414份,回收率為92%,分析方式採用敘述性統計取得學生背景資料,再以t檢定、單因子變異數分析檢測多元文化教育融入學校本位課程實施與否、以及三個族群學生對於族群文化認知學習、族群接觸經驗、族群互動行為之差異,最後進行多元迴歸分析,探討族群互動行為的影響因素。而質性訪談的目的是為了進一步了解學生於多元文化教育學習前後對於族群接觸、族群互動行為的看法,於2012年12月訪談10位學生。 主要研究發現為:(一) 多元文化教育融入學校本位課程的實施對於學生族群文化認知學習有正面影響,因此可以在教學中增加關於多元族群的文化內涵;(二) 三個族群(漢人、原住民、新住民)在族群接觸經驗上有顯著差異,原住民跟其他族群的接觸經驗比漢人及新住民來得好;(三) 三個族群(漢人、原住民、新住民)在族群互動行為上有顯著差異,原住民較會與其他族群互動;(四) 性別在族群接觸經驗及族群互動行為上有顯著差異;(五) 有較好的族群接觸經驗,會有較主動的族群互動行為,因此可以在一般生活中增加族群之間的接觸,教師可以提供相關活動,促進三個族群有較多的接觸合作機會;(六) 學生在日常生活中經常遇到與自己不同族群的同學;(七) 若具有較好的族群接觸經驗會影響往後的族群互動行為;(八) 學生對於如何增加自己的族群文化認知學習表示可進行動態的活動及靜態的參觀展覽。 本研究建議:(一) 可以嘗試在課程中加入原住民或新住民的相關概念,讓學生對於不同族群的文化有基本認識;(二) 在一般生活中教師應增加不同族群的接觸經驗,教師可以設計體驗式活動,讓學生可以從學習經驗中去體驗不同文化的內涵;(三) 提供學生較好且機會多的族群接觸經驗,以增加族群間的互動行為。在後續研究方面:(一) 比較不同的學生年級及其他背景資料;(二) 加入不同的文化內涵;(三) 比較不同都市化程度,如城鄉、中心與邊陲地區學生多元文化族群認知學習、族群接觸經驗與群互動行為的異同。zh_TW
dc.description.abstractThis research focused on the effect of implementation of the multicultural education merged into school-based curriculum in following contents. (1) the student ethnic cultural cognitive learning , (2) the effects on student’s ethnic contact experience and ethnic interaction , (3) the differences of three ethnic groups (Han race, aboriginal, immigrant resident)and gender in ethnic cultural cognitive learning, ethnic contact experience and ethnic interaction and (4) examine the impact of ethnic interaction influencing factors. The sample of this research is the seventh grade students in D junior high school in Taoyuan County and T junior high school in New Taipei City. In this research, both qualitative and quantitative methods were applied to achieve the objectives. The qualitative method was conducted in interview 10 students in December 2012.The quantitative method was conducted using questionnaire, a total of 450 surveys were distributed with 92% response rate which means 414 usable responses were obtained. The collected data were first analyzed using descriptive analysis to explore the individual attribute of students. Also, t-test and one way ANOVA analysis are conducted to test the significant differences in ethnic cultural cognitive learning, ethnic contact experience, and ethnic interaction. In addition, multiple regression analysis was conducted to explore the factors that affected the ethnic interaction. The main findings: (1) the students' ethnic cultural cognitive learning have a positive impact, (2) three ethnic groups (Han race, aboriginal, immigrant resident) had significant differences in ethnic contact experience, the contact experience of aboriginal is better than other ethnic groups, (3) three ethnic groups had significant differences in ethnic interaction, the aboriginal had more interaction with other ethnic groups than others, (4) gender had significant differences in ethnic contact experience and ethnic interaction, (5) ethnic contact experience is the factor that influence ethnic interaction, the better experience the better interaction, (6) students often encounter the different ethnic groups classmates in their daily lives, (7) the contact experience affect students ethnic interaction in future,and (8) students can increase their own ethnic and cultural cognitions by dynamic activities and visit the exhibition. The findings in this research suggest that: (1) in curriculum implementation, we can try to add the related concepts of aboriginal or immigrant resident into the curriculum, so students have a basic understanding about the culture of different ethnic group, (2) we should encourage students to increase the contact experience, teachers can design experiential activities, let students experience the different cultural connotations,and (3) provide students the better and more opportunities of ethnic contact experience, in order to increase the interaction between ethnic groups.In terms of future work, further studies can (1)survey the different attributes of students, (2) add the different cultural connotations of aboriginal and immigrant resident, (3) compare the differences in different scope.en_US
dc.description.sponsorship地理學系zh_TW
dc.identifierGN0699230202
dc.identifier.urihttp://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0699230202%22.&%22.id.&
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/94391
dc.language中文
dc.subjectBanks多元文化教育zh_TW
dc.subject新住民zh_TW
dc.subject原住民zh_TW
dc.subject族群接觸zh_TW
dc.subject族群互動zh_TW
dc.subjectBanks multicultural educationen_US
dc.subjectimmigrant residenten_US
dc.subjectaboriginalen_US
dc.subjectethnic contact experienceen_US
dc.subjectethnic interactionen_US
dc.title多元文化教育融入學校本位課程對族群文化認知學習之影響zh_TW
dc.titleEffect of multicultural education merged into school-based curriculum on ethnic cultural learningen_US

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