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題 名 | 學前新住民幼兒學習適應困境研究:從教師多元文化素養及家庭失能因素切入=A Study on Learning& Adaptation Problems of Preschool New Resident Children: Exploring Teacher's Multicultural Perspective and Family Dysfunction Factors |
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作 者 | 徐明; | 書刊名 | 康寧學報 |
卷 期 | 11 2009.06[民98.06] |
頁 次 | 頁21-45 |
分類號 | 529.93 |
關鍵詞 | 學前多元文化教育; 新住民幼兒; 教師文化價值觀; 家庭失能因素; Preschool multicultural education; New resident children; Teacher's multicultural perspective; Family dysfunction factors; |
語 文 | 中文(Chinese) |
中文摘要 | 面對台灣新住民族群的興起,以及所衍生之新住民幼兒學習發展問題,多 元文化早期教育紮根的重要性已引起政府及社會廣泛關注。本研究目的在了解 學前新住民幼兒學習適應現況為何?面對班上日增之新住民幼兒教師多元文 化素養如何?教師文化價值觀如何影響對新住民幼兒之教學與評量?新住民 幼兒家庭有哪些不利幼兒學習適應之風險因素?本研究希望透過以上問題釐 清影響新住民幼兒學習適應因素,及相關教師、家長需求,提供相關單位及人 員未來努力的具體方向。為達上述目的本研究採質化研究方法,以「立意取樣」 針對10 位學前教師及7 位新住民家長進行焦點團體及個別訪談,期能對研究 問題獲得深入且多元的實證資料。本研究結果發現學前教師受主流文化價值觀 影響,傾向在語言溝通採「單向指導」而非「雙向互惠」模式;在課程教學方 面採「同一標準」套用而非「個別化適性」模式;在評量幼兒表現採「主觀」 感受而非「同理」及「開放」模式。新住民家庭失能重要因素來自脆弱的婚姻 關係;邊緣化的社經地位;教養效能;人際孤立阻礙尋求社會資源;矛盾的親 師關係。本研究結果希望提供幼教從業人員、幼教師資培育機構、及政府相關 單位在課程、教學、培訓及服務方面之參考。 |
英文摘要 | The purpose of this study is to answer the following questions: How do preschool teachers assist in the learning & development of new resident children? What difficulties are new resident children facing in their family education? What’s the multicultural education values held by teachers ? And what’s the effect of this relation? In this study, the qualitative research method was used to answer the above questions. By means of purposive sampling, 10 preschool teachers and 7 new resident parents were recruited to participate in focus group and individual interviews in order to collect in-depth and diversified positive data on issues concerned. The findings of this study can be divided into two parts: in terms of interviews with the teachers, most preschool teachers reveal a sense of superiority of dominant culture, adopt an “assimilation” education model, use standardized teaching materials, and have a tendency to judge children’s achievements arbitrarily; in terms of interviews with the new resident parents, the following features are found in some new resident families: exchange-based marriage, marginalized social-economic status, poor cultural stimulation at home, isolated and constrained human relations, unfavorable educational situation because of language ability, value conflicts, and passiveness in strategy adaptation. It is hoped that the findings of this study will serve as a reference to the operators and teachers of preschool classrooms, preschool teacher training organizations,, and related government department, in their practice of curriculum planning, teaching, training and services. |
本系統中英文摘要資訊取自各篇刊載內容。