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    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。
    本研究以德懷術調查為主要研究方法,首先,探討社會重建理論、新住民教育理論、現行九年一貫課程綱要及十二年國民教育課程綱要總綱,歸納出擬成「新住民教育之核心課程綱要」問卷。經由兩次焦點團體後,研擬出德懷術調查問卷,經由三回合德懷術的來回問卷,逐漸取得18位德懷術專家諮詢小組的共識而定稿。
    依據上述目的和方法,本研究獲致以下結論:
    一、新住民教育之核心課程綱要主題軸為:主題軸一「多元覺知」、主題軸二「族群關係」、主題軸三「文化探究」、主題軸四「社會正義」等四大主題軸。
    二、新住民教育之核心課程綱要核心概念為:
    (一)「多元覺知」層面:包含「跨國現象(婚姻、工作、生活)」、「文化多樣性(文化遺產、文化要素)」及「族群價值與貢獻」三項核心概念。
    (二)「族群關係」層面:包含「理解與認同」、「尊重接納」及「族群關懷」三項核心概念。
    (三)「文化探究」層面:包含「文化價值」、「跨文化學習」及「文化素養」三項核心概念。
    (四)「社會正義」層面:包含「偏見與歧視/文化剝奪」、「公民權(健保、就業、參政等)」及「正義人權(社會福利、數位落差、飢餓貧窮等)」三項核心概念。
    三、新住民教育之核心課程綱要能力指標有36條。
    四、新住民教育之核心課程綱要以能力進階分為三階段,內涵符合多元文化取向。
    最後,依據研究結果,對後續研究提出建議。
    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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