劉美慧Liu, Mei-Hui蔡依杰Tsai, I-Chieh2023-12-082028-02-122023-12-082023https://etds.lib.ntnu.edu.tw/thesis/detail/1d734993fffa3b4d7e58497cd6ae3a0a/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/119455本研究旨在發展一套適合國小六年級學生的新住民課程方案，本研究共分為四大學習單元，分別為「我族文化的認同」、「文化差異與理解」、「跨文化的能力」與「社會正義」。研究場域為研究者服務之國小，研究參與者為該校六年級某班的28位學生，課程實施為期三個月，共計十二堂課程，透過課堂觀察、文件分析與訪談來分析學生的經驗課程。本研究研究結果如下： 一、課程發展模式從教師中心轉為師生共構。 二、學生的多元文化素養在認知、情意及技能上皆有所提升。 三、教師素養導向之課程設計能力有所提升。The purpose of this study is to develop a curriculum plan focusing on the issuesof new immigrant. This curriculum in this study integrated by four curriculum themes,inculding “cultural identity,” “cultural difference and understanding,”“cross-cultural ability,” and “social justice.” Observations were done at a school where the researcher worked. This study involved 28 sixth-grade students. The curriculum lasted for 3 months. During the author’s teaching process,qualitative methods of data collection such as participatory observation,interviews and document analysis were applied to explore operational curriculum and experienced curriculum,and then analyze the situations and influencing factors of curriculum transformation.This study emerged the following findings:1. The development model of this curriculum has changed from teacher-centered to teacher-student co-construction.2. Students' multicultural literacy in cognition, affect and skills has improved. 3. Teacher's literacy guidance curriculum designing ability has improved.新住民多元文化課程經驗課程new immigrantmulticultural curriculumexperienced curriculumreport_pro