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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/105044

    Title: 多元文化取向新住民教育之核心課程綱要建構
    Other Titles: The development of core curriculum guidelines for new immigrant education : a multicultural perspective
    Authors: 曾銘翊;Tseng, Ming-yi
    Contributors: 淡江大學課程與教學研究所碩士在職專班
    陳麗華;Chen, Li-hua
    Keywords: 多元文化;新住民;新住民教育;課程綱要;Multiculture;New Immigrant;New Immigrant Education;Curriculum Guideline
    Date: 2015
    Issue Date: 2016-01-22 14:46:24 (UTC+8)
    Abstract: 本研究旨在建構一套適用於幼兒園至終身學習階段的新住民教育之核心課程綱要,提供未來發展適切之新住民課程教材之依據。
    This research aimed to develop a core curriculum guideline for new immigrant education(abbreviated core curriculum guideline) that was suitable from kindergarten to lifelong learning, which also served as the framework for future textbook design for new immigrant education.
    The main research method was Delphi technique. Firstly, to develop a questionnaire “Core curriculum guideline” based on literature review of social reconstruction theory, new immigrant education theory, existing Grade 1-9 Curriculum and General Guidelines of twelve-year National Education Curriculum. Eighteen Delphi technique experts were invited to respond three rounds of questionnaire test. Finally, framework was established based on the consensus of 18 experts.
    According to the above mentioned goal and method, conclusions could be drawn as follows:
    Firstly, the theme axises of core curriculum guidelines were: “awareness with multiple perspevtives,” “ethnic relationship,” “cultural exploration,” and “social justice.”
    Secondly, the core concepts of the new curriculum guidelines included:
    1. Speaking from “awareness with multiple perspevtives,” it included “transnational phenomenon (marriage, work, and life),” “cultural diversification (cultural heritage and element),” and “ethnic group value and contribution.”
    2. “Ethnic relationship” comprised core concepts of “understanding and identification,” “respect and accept,” and “ethnic group care.”
    3. “Cultural exploration” contained core concepts of “cultural value,” “cross-cultural learning,” and “cultural literacy.”
    4. “Social justice” included core concepts of “prejudice and discrimination/cultural deprivation,” “civic rights (health care, employment and politics, etc).” and “justice and human rights (social welfare, digital divide, hunger, and poverty, etc).”
    Thirdly, there were 36 ability indicators for core curriculum guidelines.
    Fourthly, the core curriculum guidelines was divided into three stages according to three levels of capability. The content of meaning was corresponded with the approach of multicultural perspective.
    Appears in Collections:[課程與教學研究所] 學位論文

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