| Summary: | 碩士 === 玄奘大學 === 社會福利學系碩士在職專班 === 100 === This paper is aimed to design a series of multicultural education courses, which are to be taught in some teaching spots on public elementary campus. The courses are taught to improve students' stereotyped cognition of new immigrants, at the same time, an action research progressing course to demonstrate social action momentum is hereby presented.The purpose is to improve students’ multicultural accomplishment and promote the professional pedagogical development among public school teachers.This research field is at the elementary school where the researcher teaches, the participating research objects involved are the 28 students of the class in the second grade the researcher teaches as the homeroom teacher, the courses are taught for two periods every week, ten weeks long in total.
The multicultural curriculum designed in this research is divided into three stages. At the first stage, the major courses are focused on festivals and customs. The teaching goal is to help students recognize the cultural diversity, aiming to eliminate students’ stereotyped cognition and prejudice against some specific ethnic groups. At the second stage, the courses are focused on characteristic cuisine delicacy. The teaching goal is to train students' ability to develop relationships among ethnic groups and to think with multangular perspectives. At the third stage, the courses are focused on nursery rhymes and dance.The teaching goal is to develop students' social action momentum and their adaptability to the modern democratic society.
According to the results of this study, what we found are as follows:
First, designing multicultural education courses, we must, firstly, consider the individual development and ability of every student, what we choose to teach should be focused on the characteristics in accordance with the students' authentic experience. The targets are to be systematically arranged step by step to present the contents from the easy to the difficult. And some specific teaching media are additionally applied to improve students' learning motivation. We can reduce the difficulties and burden in the course design with some outside assistances, such as those from students’ parents or our working colleagues, besides, information through the resources on the Internet, the New Immigrants Education Center and drawing picture books related with multicultural lesson plans is also of help as well.
Second, from students’ cognitive learning in the multicultural accomplishment education, students are found more informative of the knowledge and understanding between their own native ethnic culture and others'. From the aspect of love and affection, we also find students learn to appreciate and respect the different cultures, and their attitudes are indicative of being willing to admire and respect other cultures in their daily-life application. And from the level of skill, students make great progress in cooperation with their peers. They also learn to judge from different angles with their critical thinking, and they are willing to show social action momentum.
Third, teachers should examine and replenish their own multicultural civilized accomplishment. Virtual influence produced by individual subjective consciousness or prejudice against students should be avoided as much as possible. By setting themselves as examples for students to follow, teachers will assuredly implement the basic multicultural spirit of "Identity, Acceptance and Respect" in their daily life and teach well their students.
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