Effect of multicultural education merged into school-based curriculum on ethnic cultural learning

• Main Authors: Yi-You WANG, 王怡又
• Other Authors: Su-Hsin Lee
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/62553422085084319450

碩士 === 國立臺灣師範大學 === 地理學系 === 101 === This research focused on the effect of implementation of the multicultural education merged into school-based curriculum in following contents. (1) the student ethnic cultural cognitive learning , (2) the effects on student’s ethnic contact experience and ethnic interaction , (3) the differences of three ethnic groups (Han race, aboriginal, immigrant resident)and gender in ethnic cultural cognitive learning, ethnic contact experience and ethnic interaction and (4) examine the impact of ethnic interaction influencing factors. The sample of this research is the seventh grade students in D junior high school in Taoyuan County and T junior high school in New Taipei City. In this research, both qualitative and quantitative methods were applied to achieve the objectives. The qualitative method was conducted in interview 10 students in December 2012.The quantitative method was conducted using questionnaire, a total of 450 surveys were distributed with 92% response rate which means 414 usable responses were obtained. The collected data were first analyzed using descriptive analysis to explore the individual attribute of students. Also, t-test and one way ANOVA analysis are conducted to test the significant differences in ethnic cultural cognitive learning, ethnic contact experience, and ethnic interaction. In addition, multiple regression analysis was conducted to explore the factors that affected the ethnic interaction. The main findings: (1) the students' ethnic cultural cognitive learning have a positive impact, (2) three ethnic groups (Han race, aboriginal, immigrant resident) had significant differences in ethnic contact experience, the contact experience of aboriginal is better than other ethnic groups, (3) three ethnic groups had significant differences in ethnic interaction, the aboriginal had more interaction with other ethnic groups than others, (4) gender had significant differences in ethnic contact experience and ethnic interaction, (5) ethnic contact experience is the factor that influence ethnic interaction, the better experience the better interaction, (6) students often encounter the different ethnic groups classmates in their daily lives, (7) the contact experience affect students ethnic interaction in future,and (8) students can increase their own ethnic and cultural cognitions by dynamic activities and visit the exhibition. The findings in this research suggest that: (1) in curriculum implementation, we can try to add the related concepts of aboriginal or immigrant resident into the curriculum, so students have a basic understanding about the culture of different ethnic group, (2) we should encourage students to increase the contact experience, teachers can design experiential activities, let students experience the different cultural connotations,and (3) provide students the better and more opportunities of ethnic contact experience, in order to increase the interaction between ethnic groups.In terms of future work, further studies can (1)survey the different attributes of students, (2) add the different cultural connotations of aboriginal and immigrant resident, (3) compare the differences in different scope.