An Action Research on Multicultural Education Integrated into Class Co-reading

• Main Authors: Shu-Huei Wu, 巫淑慧
• Other Authors: Leong-Sze Lee
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/92404877666212549646

碩士 === 國立暨南國際大學 === 東南亞研究所 === 101 === The study adopts action research. This action research approaches to reading picture books for the materials into class co-reading , designs four subjects "unique to you and me," "see the world from the heart", "friendship from afar" and "cultural small vanguard", reading eight picture books for a period of 24 classes within 12 weeks multicultural teaching. Object of study for researcher to teach the second-grade students including 14 boys and 12 girls, a total of 26 people. With students’reading materials, feedback sheets on learning, interviews, observation such as data collection and analysis, for the purpose of exploring multicultural education integrated into class co-reading in the instructional design, implementation process, the difficulties encountered and solutions. The students present multicultural literacy and the teacher reflects on teaching and grow up. The results of the research are as follows: 1.For the second grade students, the first essential component in designing a multicultural teaching program is cultivating multicultural attitude of the students. Teaching activities need to arouse students' interest and motivation, curriculum design related concepts should not be excessive, the planned course contents must be closer students’life and experiences, teaching media to diversify. 2.The students' multicultural literacy investigate: In the cognitive aspects, multicultural education enhances students' self-understanding, a better understanding of the cultures of different ethnic cultures, but the students' stereotypical view and prejudice are no great degree of conscious; In the affect aspects, it enhances students' interest in learning multicultural. The students more receptive and tolerant to different cultures for different cultures. The students' attitude of respect and appreciation need to re-train; In the skill aspects, that students can pay for care for disadvantaged minority, exhibit helping behavior, but they still need to enable themselves to be greater critical thinkers. 3.The implementation of multicultural education, the teachers can use diverse teaching strategies, change in the teaching process flexibility to enhance students' motivation to learn, combine with community resources to support teaching, to enrich their own multicultural literacy a lot, actively participate in multicultural studies and activities.