文化回應式教學策略對臺灣小學生學習歷程之研究 = Cultural Diversity Awareness in the Classroom : How Culturally Responsive Teaching Strategies Appeal to the Elementary School Students in Taiwan

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題名:
文化回應式教學策略對臺灣小學生學習歷程之研究 = Cultural Diversity Awareness in the Classroom : How Culturally Responsive Teaching Strategies Appeal to the Elementary School Students in Taiwan
著者: 紀丹祐
國立臺南大學教育學系課程與教學碩士班
主題: 文化回應式教學(CRT)策略多元文化意識學習者中心的教學法文化關聯教學法文化暨語言多樣性; culturally responsive teaching (CRT) strategies multicultural awareness learner-centered pedagogy culturally relevant pedagogy cultural and linguistic diversity
描述: 多元文化教育是近年來台灣教育的重要議題之一。如何提升國小學生對文化多樣性和多元文化意識的討論是本研究的主要目的。本研究透過經過設計的文化回應式教學 (CRT) 策略來提高國小學生的多元文化素養與語言 (CLD) 的學習興趣，並且提升學生的自信。本研究設計採質性研究，使用15個CRT的教學策略，在臺灣南部的一所小學中進行。以兩個五年級班級作為研究的場域，透過課前的課程設計與課後的學習單、學習問卷等進行學生學習的分析，並透過同儕課室觀察進行教學成效檢討。研究結果發現，曾體驗過外國文化的學生在學習過程中，除了在團體中可以展現出自信、熱情、積極，主動擔任文化相關計畫的領導者外，他們同時也會對自己的文化認同感到驕傲，且樂於分享個人相關的知識與體驗。同時研究結果也顯示，CRT的教學策略可以幫助文化不利的學生縮短學習落差。所以教師們需要更多有關CRT策略的培訓、課程設計與實踐。教師若能針對學生的學習興趣，充分讓孩子們自由的發揮、討論、表達及互相幫忙，不但能提升他們對課程的興趣，且有助於他們在學習過程中更加地投入。
The purpose of this study is to contribute to the discussion about promoting diversity and cultural awareness in elementary schools. This study shows how culturally and linguistically diverse (CLD) students’ interest and overall academic achievement can be increased through appropriate, skillful and well-planned culturally responsive teaching (CRT) strategies in a classroom setting. For this study, 15 CRT strategies were implemented in two grade five classrooms at a small, experimental, elementary school in Taiwan. The research method was mainly qualitative with the use of survey and questionnaires to collect data for analysis. This study is of great importance because CRT strategies can help to address the ongoing achievement gaps of struggling students. There is a need for more CRT strategies for teacher training, planning and implementation. Teachers with little specific training in CRT strategies are being called upon to educate increasingly culturally diverse classrooms. School teachers continue to remain inadequately prepared to make meaningful, strategic changes in multicultural classrooms. As a result, there are cultural gaps, miscommunication and missed teaching and learning opportunities for both pupils and educators. The major findings for this research study show that teaching professionals in elementary school classrooms would greatly benefit from learning CRT strategies, the student research participants with foreign cultural experiences were confident, enthusiastic, proactive and willing to take on the role of peer tutor/group captain for culture-related projects and were proud and excited to share knowledge about their cultural identity. The teacher/researcher found that understanding student interests, giving students freedom of choice, guest speakers, class discussions and peer tutoring had the most significant impact on student interest and engagement in learning.
出版者: 碩士論文--國立臺南大學教育學系課程與教學碩博士班.
建立日期: 2022[民111]
格式: 136面 : 圖 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

文化回應式教學策略對臺灣小學生學習歷程之研究 = Cultural Diversity Awareness in the Classroom : How Culturally Responsive Teaching Strategies Appeal to the Elementary School Students in Taiwan

紀丹祐國立臺南大學教育學系課程與教學碩士班 2022[民111]

正在檢索遠程資料庫，請稍等

文化回應式教學策略對臺灣小學生學習歷程之研究 = Cultural Diversity Awareness in the Classroom : How Culturally Responsive Teaching Strategies Appeal to the Elementary School Students in Taiwan

紀丹祐 國立臺南大學 教育學系課程與教學碩士班 2022[民111]

正在檢索遠程資料庫，請稍等

紀丹祐國立臺南大學教育學系課程與教學碩士班 2022[民111]