| Summary: | 碩士 === 臺北市立教育大學 === 教育學系碩士班 === 98 === With the growth of the school-age new immigrant children, the opportunities of teaching the new immigrant children have increased for teachers. In the light of the concern, the purpose of this study is to investigate teachers’ educational experiences in the new immigrant children through four aspects: (a) teachers’ impressions of the new immigrant family; (b) teachers’ perspectives toward the new immigrant children’s learning; (c) the parent-teacher communications; (d) teachers’ experiences in implementing muticultural education.
The study employed a qulitative research method, and the data were collected primarily by interviews, classroom observations and reflections. To explore teachers’ educational experiences in the new immigrant children, fifteen teachers were interviewed and three of the teachers’ classrooms were observed.
The conclusions of the study show that (a) the teachers have more stereotypes toward new immgirant families, but they would change their impressions gradually after teaching these children; (b) if the teachers are willing to give kindness, understand the difficulties of new immgirant families and communicate with these parents, they would change their impressions of new immgirant families; (c) most teachers agree that new immgirant children’s multicultural living experiences would help to open their mind and visions; while some teachers hold positive attitude toward children’s biligual language learning, some have reservations; (d) teachers believe that languages and cultures are primary to influence new immigrant children’s learning; (e) the supports and help from the members of new immigrant families would facilitate the parent-teacher communications; (f) the contents of parent-teacher communications include students’ academic achievements, school behaviors and learning suggestions ; however, communicating the way of nurture and education is the most difficult for teachers; (g) most teachers would not provide multicultural learning activities except for the contents from textbooks; (h) teachers believe the limited resourse and the feeling of unnecessity would have to overcome for implementing multicultural education.
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