職前教保員多元文化意識課程之建構與實踐

Abstract

本研究旨在職前教保員的課程中，融入幼兒多元文化教育的概念和議題，並透過課程實踐提升學生的多元文化意識。本研究歷經兩個學期的行動研究，以研究者任教的幼保科四年級70名學生為研究參與者，研究者透過課程實踐，觀察師生對話與互動情形，並特別針對7位學生進行深入訪談。 本研究設計四個階段的課程，課程主題為：課程的文化基礎、新移民與多元文化課程、幼兒多元文化教育與幼兒多元文化課程。本研究採取生命經驗探究、課堂對話、大眾文本、議題中心、幼兒園試教等多元的教學策略，以達成理解新移民及其子女的處境，敏覺偏見和減少刻板印象，認識幼兒多元文化教育的概念和設計幼兒多元文化課程等目標。 研究發現本課程有助於提升學生的多元文化意識，整體而言，學生能夠敏覺族群態度，認同自我的族群文化，欣賞族群文化的差異，但是較難跳脫漢族中心的思維，去挑戰少數族群教育政策的同化思維和肯認他們的需要。學生教學技能和知識的不足，限制了幼兒多元文化課程實踐的能力。 學生對於幼兒多元文化教育批判視野的發展，是隨著課堂的發聲、對知識的質疑和吸收新的概念中，漸漸從文化盲，進一步洞察族群偏見和社會結構的權力運作。然而，學生多元文化意識的開展，會受其主體經濟弱勢處境的影響，而難以認同弱勢族群的論述基調。不良的族群互動經驗，也阻礙了對他族的包容。 本研究根據課程實踐與研究結果，重構職前教保員多元文化意識課程。最後並提出五項具體建議：開設「幼兒多元文化教育」課程和研習、聚焦於批判性多元文化主義的課程目標、將少數族群經驗和聲音納入課程內容、運用系統性批判與反思教學策略、提供試教機會增進學生的教學實踐能力。This study tries to promote pre-service childcarer’s multicultural consciousness through a multicultural curriculum. The researcher conducts an action research lasted for two semesters. There were 70 students of the fourth grade major in early childhood care and education in a college participating in this study. The multicultural curriculum included four themes “cultural foundation of curriculum”, “immigrant women and multicultural curriculum”, “early childhood multicultural education” and “early childhood multicultural curriculum”. The course used multiple teaching strategies in order to achieve these purposes, including comprehending the situation of immigrant women and their children, examining and reducing their stereotype and prejudice, understanding the conceptions of early childhood multicultural education and designing early childhood multicultural curriculum. The study concluded that the curriculum enhanced students' multicultural consciousness. Overall, the students had sensitive ethnic attitudes, strengthened ethnic identity and appreciated cultural differences. However, some students were hard to change ethnocentrism to recognize the needs of minority ethnic groups. The students developed critical vision through classroom discussions, challenging knowledge, and absorbing new concepts. However, weak economic situations influenced students’ multicultural consciousness, which is incapable to sympathize for the minorities. Limitations by the negative experiences of ethnic interaction affected students’ willingness to accept immigrants. According to curriculum practice and research results, this study reconstructs pre-service childcarer’s multicultural consciousness curriculum and proposes five specific suggestions.