劉美慧Liu, Mei-Hui康維珍Kang, Wei-Chen2019-08-282022-02-222019-08-282019http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0506004121%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/89595本研究的目的在發展一套適合七年級學生的多元文化議題融入公民課程，以階級和新移民議題作為課程主題，並透過案例教學法，運用生活中的真實案例作為教學內容，帶領學生深入探究多元文化的議題，期望透過提供學生不同的角度看世界，培養對多元文化的尊重和欣賞態度。本研究於台北市一所國中實施，研究參與者為該校的35位七年級學生，由研究者身兼教學者，透過觀察、文件分析、訪談，以及協同教師給予的回饋和建議，進行教學成果的分析和評估。 依據研究結果，本研究提出以下幾項結論： 一、以案例教學法發展多元文化議題融入七年級的公民課程具有可行性和適切 性。 二、透過案例作為教學材料結合教學主題有助於深化學習者的學習經驗。 三、實施多元文化議題融入課程有助於培養學生關懷與接納弱勢並減低偏見。 四、部分學生可能傾向於表現出政治正確的回應，以致教師難以評量出真正的學習成效。 五、學生在多元文化議題融入公民課程的學習成效容易受到課室外的力量影響而被稀釋。 最後，依據結論，對教師教學、後續的研究，提出以下幾點建議： 一、多元文化教育應加強情意目標的培養，以陶冶學生對文化差異的尊重和同理情懷。 二、教師一學期中可實施四到五次的案例教學，能有效連結學習者的生活經驗和深化學習。 三、教師在案例的挑選和設計上，除了考量學生的喜好之外，也應該兼顧學習的品質和完整性。 四、教師可尋求夥伴教師共同發展跨學科、跨領域的素養導向課程設計。The purpose of this study is to develop a multicultural issue suitable for seventh-grade students into the civic curriculum, with class and new immigration topics as the theme of the course, and to use the case method to use the real cases in life as the teaching content to lead students to explore Multicultural issues are expected to foster respect for and appreciation of diverse cultures by providing students with a different perspective on the world. The study was conducted in a　junior high school in Taipei City. The study participants were 35 seventh-grade students of the school. The researcher was concurrently the teacher of the curriculum. Lesson effectiveness was evaluated through observations, document analyses, interviews, as well as feedback and recommendations from other teachers. Based on the research results, this study proposes the following conclusions: 1. It is feasible and appropriate to evolve multicultural issues into the seventh-grade citizenship curriculum with the Case Method. 2. Using case as a teaching material and combining with the teaching theme can help deepen the learner's learning experience. 3. Implementing multicultural issues into the curriculum helps to develop students’ care and acceptance of weaknesses and to reduce their prejudice. 4. Some students may tend to give "politically correct" responses which makes teachers hard to assess the learning effectiveness accurately. 5. Students’ learning effectiveness of incorporating multicultural issues into the citizenship curriculum is easy to be diluted by the power outside of the classroom. Finally, based on the conclusions, the following suggestions are made for teacher teaching and follow-up research: 1. Multicultural education should strengthen the cultivation of affective goals to inculcate students' respect and empathy for cultural differences. 2. Teachers can implement Case Method in teaching four to five times in one semester, which can effectively link the learner's life experience and deepen learning. 3. In addition to accounting for the preferences of students, teachers should also consider the quality and consistency of the learning objectives in the selection and design of the cases used. 4. Teachers can seek partner teachers to develop interdisciplinary and cross-disciplinary literacy-oriented curriculum design.多元文化議題融入公民課程階級議題新移民議題案例教學法multicultural issues integrationcitizenship curriculumclass issuesnew immigration issuescase method