澎湖縣國小教師對新移民子女多元文化教育之認知與實踐

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題名:
澎湖縣國小教師對新移民子女多元文化教育之認知與實踐
著者: 王嘉菁; Wang, Chia-chin
姜添輝; Tien-Hui Chiang; 教育學系課程與教學澎湖碩士班
主題: 新移民子女; 國小教師; 多元文化教育; multicultural education; elementary school teachers; New Immigrant Children
描述: 本研究為暸解現階段澎湖縣新移民子女多元文化教育之實施現況，分析教師多元文化教育認知與新移民子女多元文化教育實踐之關聯性。為達到上述的研究目的，針對十五位國小主任或教師，進行三十次的半結構式訪談，詮釋教師觀點進行資料分析，歸納出結論。差異是多元的基礎，然而具有主流背景知識的教師，將新移民子女文化差異視為學習窘困，問題不在教師存有族群貴賤的歧視，而在於教師對於文化感應成呈現冷漠的態度。在這樣的思維架構裡，教育場域中教師的多元文化教育觀明顯停滯在淺層化的認知，關注在情感教育的培養及顯明文化的介紹，又因缺乏敏銳的文化觀和批判力，教師被強勢的主流文化觀所箝制，偏向把新移民子女的學習失敗歸因於他們的家庭狀況和文化問題，忽略學校制度與教師教學過程的檢討，將「同化」的便捷視為課堂上教學的基礎，新移民子女若要跟得上學校課程進度，代表著唯有的重心就是放在當地的主流文化語文學習；在文化認同方面，教師看待新移民子女為土生土長的本地人，認定族群文化無所謂的差異或歧視的問題存在，多元文化中的相關族群議題鮮少在課堂上討論，導致新移民子女個別的特殊性或差異性隱埋在單一身分的認定中，任憑學校安排補救課程及補助策略。教師亦難去深層思考學校僵化的制度、校園中的新移民母親體系文化資源缺乏、測驗制度等教育結構對學生展現霸權的負面影響，反而合理化學校所執行的壓迫性政策促成教師抱持的低期待，成為新移民子女多元文化教育實踐的最大阻力。
The objectives of this research is to explore the current status of multicultural education practiced on new immigrant children in elementary schools in Penghu County, and to scrutinize the relationship between the perception of multicultural education of school teachers and the actual practice of multicultural education regarding new immigrant children. In order to achieve the objectives, thirty semi-structured interviews were conducted on fifteen elementary school directors and teachers to elucidate their perspectives for further data analysis, then generalization of a conclusion. The basis underlying diversification is differences. However, mainstream teachers often regard the cultural differences of new immigrant children as impediment to academic learning. This problem does not stem from racism, but is due to the fact that mainstream teachers reveal an attitude of indifference towards cultural awareness. Under this paradigm, perceptions on multicultural education of teachers in mainstream classrooms are stagnant in a superficial stage. Teachers are more concerned on development of emotional education and the introduction of conspicuous cultures. Due to their insensitivity on cultural perspectives and lack of judgment, teachers are strongly restrained by mainstream cultural values. Teachers tend to ascribe the low academic achievements of new immigrant children to their family conditions and cultural differences. Consequently, teachers neglect the need to assess both the flawed school systems and teaching process, and base their pedagogy on “assimilationism”. In order for new immigrant children to keep up with the progress of mainstream education, the children are driven to focus only on learning mainstream culture and languages. From the teachers’ aspect of cultural identity, new immigrant children are considered to be native-born locals, the difference in ethnicity and racial problems are overlooked. Relevant ethnic issues in multiculturalism are rarely brought to attention in classrooms, hence the uniqueness and distinction of new immigrant children are concealed under a single identity group. New immigrant children are thus compelled to abide with remedy courses and subsidy schemes at the discretion of schools. Besides, teachers seldom contemplate on the negative impacts inflicted by the inflexibility of school systems, lack of resources on new immigrants’ cultures in campus, and the examination systems, all of which exhibit domination over the students lead to low expectation from the teachers. As a result, the oppressive policy adopted by schools is justified, and becomes the major hindrance to the actual practice of multicultural education on new immigrant children.
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建立日期: 2010
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1730
資源來源: NUTN IR

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澎湖縣國小教師對新移民子女多元文化教育之認知與實踐

王嘉菁; Wang, Chia-chin 姜添輝; Tien-Hui Chiang; 教育學系課程與教學澎湖碩士班 2010

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