The Action Research of Multicultural TeachingPractice in Elementary school

• Main Authors: Hsuan-ching Mao, 毛宣晴
• Other Authors: Meg M. Lu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/90024228037879138045

碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 99 === The purpose of this study is to design and implement a teaching program, to improve the students’ multicultural literacy and to promote the teacher’s professional growth through action research. Observations were done at a school where the researcher worked in the mountains. The subjects of this research were fourteen children in the third and fourth grade. The process consisted of a 20 classes during a 10 week period where the researcher implemented a multicultural teaching program. The multicultural teaching program is divided into three phases. The objective of the first phase was enabling the subject to understand various cultures in addition their own. The teaching strategies included cross-cultural understanding and communication strategy and culturally responsive teaching. The objective of the second phase was observed the students’awareness of cultural differences, response to those differences, and whether they developed critical thinking skills. The teaching strategies were cooperative learning and the question-centered teaching mode. The object of the third phase was that the students would practice the spirit of multiculturalism and develop the abilities of social action from experiencing the activities The teaching strategy is the decision-making process. The results of this research are as follows: 1. For the third and fourth grade students, the first essential component in designing a multicultural teaching program is cultivating multicultural attitude of the students. The program should interest and motivate the students. The content should be conformed to the students’cognitive stage. The usage of the structural and diverse teaching tools will enable the teacher to control the step by step implementation of the program. The effectiveness of this program will required a substance amount of time to practice the lessons and to increase the effectiveness of the teaching. 2. The multicultural teaching program enhances the students’understanding of their own culture and other cultures. It also enhances the students’ interests to learn multicultural awareness as a result of learning about other culture it provides them with a greater understanding of their own cultures. The students show the willingness to help the minority group, but they still need to enable themselves to be greater critical thinkers. 3. Before proceeding with a multicultural education, the teacher needs to make clarifying his or her own values, enriching cultural knowledge, and having an open mind and vision. The teacher internalizes the spirit of multicultural education into his or her own educational philosophy and practices it in daily lives to set a good example.