頁籤選單縮合
題 名 | 多元文化師資培育課程與教學策略=Multicultural Education of Preservice Teacher: A Social Constructivism Approach |
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作 者 | 何縕琪; | 書刊名 | 慈濟大學教育研究學刊 |
卷 期 | 3 2007.07[民96.07] |
頁 次 | 頁45-65 |
分類號 | 522.64 |
關鍵詞 | 多元文化教育; 師資培育課程; Multicultural education; Preservice teachers' curriculum; |
語 文 | 中文(Chinese) |
中文摘要 | 面對日益複雜的社會與全球文化接觸頻繁的同時,強調尊重差異與關心弱勢族群的「多元文化教育」,是因應個別差異以設計適性教學的重要師資培育課程議題。本文首先說明多元文化教育的意義,其次分析多元文化師資培育課程的有關研究,並提出文化脈絡和實踐知識的重要性;最後,筆者綜合理論觀點與實務研究,歸納出多元文化師資培育課程的教學模式、課程內涵與實施策略,包括︰透過整合的專業成長模式學習多元文化內容知識、透過田野經驗轉化教學實務知識、透過批判省思與對話增進多元文化素養、師資培育者示範成為社會行動者的角色與任務、結合社區文化資源增加師資生接觸與體驗多元文化的機會。 |
英文摘要 | In encountering a world of sophistication and globalization, multicultural education, which stressed individual differences and was deeply concerned with the development of minority groups, has become one of the important issues in dealing with individual differences by the use of an adaptive teaching design. However, there has been a lack of substantial planning and design to bestow on preservics teachers an understanding of cultural relativism and the ability to think critically, and furthermore make them transformable knowledge constructors as well as active social agents. In this paper, the author first illustrates the contents and significance in multicultural education, followed by a briefing of the studies and a preliminary observation suggesting the indispensability of cultural context and knowledge of practice in multicultural teaching. In the end, the author recommends a few principles for curriculum design and teaching strategies including: a) integrating tasks of the professional development model to learn multicultural content knowledge; b) transforming field experience into practical knowledge; c) increased multicultural literacy by critical reflection and dialogue; d) the preservice teachers’ educator demonstrated the role model of a social actionist; and e) integrated community resources in order to increase opportunities for connecting multi-cultures. |
本系統中英文摘要資訊取自各篇刊載內容。