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題 名 | 文化回應教學之實踐與省思:一個多族群班級的行動研究=Practice and Reflection of Culturally Responsive Teaching: Action Research of a Multi-Ethnic Classroom |
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作 者 | 何縕琪; 林喜慈; | 書刊名 | 慈濟大學教育研究學刊 |
卷 期 | 2 民95.07 |
頁 次 | 頁33-66 |
分類號 | 528.31 |
關鍵詞 | 文化回應教學; 多族群教室; 行動研究; 社會建構論; Culturally responsive teaching; Multi-ethnic classroom; Action research; Social constructivism; |
語 文 | 中文(Chinese) |
中文摘要 | 文化回應教學意指利用不同背景學生的文化特色、先備知識作為教學與學習的管道,以提升學生的學習動機和表現,這種教學對多族群學校特別重要。本研究在東部一個具有多族群特色的國小三年級教室進行,利用行動研究歷程探討結合多元文化教育與社會建構論觀點設計統整取向文化回應課程之實踐經驗。在教學的實踐方面,教師首先進行個人族群觀與教科書的檢視,釐清個人的教學信念與課程實施重點;接著整合多元文化教育的概念與課程內容,以「欣賞與支持文化多樣性」為主題,統整語文、社會、綜合活動、藝術與人文等學習領域教材,同時考量學生的族群背景與先備知識,設計多元文化閱讀動與社區生活主題探究,達成培養學生對族群文化的認識、並增能學生參與學習的目標。整體而言,教師透過自我檢視、對話省思與專家學者的支持,釐清自己的多元文化教育觀,同時在行動研究歷程中,逐步掌握轉型取向課程的意義並加以實踐,從而提昇自己的課程意識與實務知識。行動研究結合教師的專業知識與實踐能力,但不斷回歸自我生命的省思與多元文化的鷹架支持,才得以建構出提升不同族群學生學習表現的文化回應教學,並發展出對社會框架與意識形態的批判和改革動力。 |
英文摘要 | This article elaborates how culturally responsive teaching idea was actualized through an action research conducted in a multi-ethnic elementary school in eastern Taiwan. This action research integrates the perspectives of multicultural education and social constructivism, setting forth a multi-facet cultural responsive curriculum and putting it into action in the academic year of 2004. On the curriculum design, the class teacher first examined her individual ideas of ethnic groups and the contents of the textbooks, and clarified her teaching ideologies and the foci of the pedagogy. This was followed by a integrated curriculum design which integrates the ideas of multicultural education and social constructivism with “appreciation and support of cultural diversity” as the core element, and puts together all related teaching materials appeared in the books for such courses as literacy, society, comprehensive activities, art and humanities. In the meanwhile, the students’ ethnic background and knowledge were imbedded in the multicultural reading and the probing of social lives of the neighborhood—the activities intended to cultivate the students’ knowledge of ethnic cultures and enabling them to participate in learning. As to the practice of teaching, the teacher clarified her individual perspective of multicultural education by self-retrospection, conversation re-examination and discussion with the supervising expert (the first author), and gradually realized and thereby actualized the meaning of transitional pedagogy, which in turn promoted her sensitivity of curriculum and practical knowledge in teaching. It is the teacher who combines the professional knowledge and the abilities of practice, and keeps re-examining her lives and seeking for the scaffolding support of multicultural education that the culturally responsive teaching can be successfully actualized and the critiques of and reforming dynamics for the existing social framework and ideologies can be developed. |
本系統中英文摘要資訊取自各篇刊載內容。