族群議題融入馬來西亞獨中課程實踐之研究：以破除刻板印象為例

Abstract

本研究旨在通過設計融入式的多元文化課程教學方案，分析其在學科教學中的實施歷程與學生的學習成效，以破除學生對其他族群的刻板印象，進而培養多元文化素養與社會行動能力。研究者以Banks多元文化課程改革理論的附加模式爲主，同時輔以劉美慧建議的多元文化課程設計原則，設計一套結合華文與美術的跨科教學單元，並以馬來西亞東馬伊班族為課程主軸，藉由影片觀賞、與族群代表對談、辯論、海報創作等多樣化教學策略，引導學生反思族群刻板印象之形成與影響。本研究以馬來西亞某獨中初中二年級一班學生為研究對象，採質性研究為主、量化研究為輔的方法。資料蒐集方式包括問卷前後測、教學觀察、學習單分析與深度訪談，進行質性資料整理與詮釋。研究結果顯示：（一）學生對伊班族的認知顯著提升，能從文化符號與歷史脈絡中理解其多樣性；（二）學生展現由自認不受影響到主動矯正偏見的情意轉變；（三）透過實作活動，學生在資訊統整、創作表達與批判思維等面向皆有成長，並能提出具體倡議行動。研究亦發現，獨中在實踐多元文化教育方面仍面臨課程結構、師資專業與制度支持等限制。本研究建議獨中教育應持續強化族群文化的課程深度與教學多元性，並透過跨學科協作與社會參與活動，引導學生轉化學習成果為實際行動，落實多元文化教育之精神。

The current study aims to design and implement an integrated multicultural curriculum to analyze its pedagogical process and evaluate students’ learning outcomes, with the objective of deconstructing stereotypes toward other ethnic groups. Drawing primarily on Banks’ Additive Approach within his multicultural curriculum reform framework and incorporating Liu’s principles of multicultural curriculum design, this study developed an interdisciplinary unit integrating Chinese language and visual arts. Centering on the Iban people of East Malaysia, the curriculum employed diverse instructional strategies including documentary viewing, dialogue with ethnic representatives, debates, and poster creation to guide students in critically reflecting on the formation and impact of ethnic stereotypes.This study adopted a qualitative-dominant mixed methods approach, combining pre- and post-intervention questionnaires, classroom observation, analysis of learning worksheets, and in-depth interviews to collect and interpret data. The findings indicate: (1) students demonstrated significant improvement in their understanding of Iban culture through cultural symbols and historical context; (2) students exhibited an affective transformation from claiming immunity to stereotypes to actively correcting biased views; and (3) students improved in information synthesis, creative expression, critical thinking, and were able to propose concrete advocacy actions.The study also identified several challenges in implementing multicultural education within Chinese independent secondary schools, including structural limitations in curriculum, a lack of professional teacher training, and insufficient institutional support.