| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 104 === Abstract
The study was aimed to achieve the target of Multicultural education. I make use of geography teaching integrated into multiculturalism to help extending the vision of students. Students were expected to learn to know, to be, and to live together with different people and their cultures to help to promote the sensitivity to cultural differences in particular and to construct their multi cultural capabilities in general. Hopefully they would be able to eliminate the stereotype, discrimination, and prejudice against different people or their cultures. I order to do so, a case study was conducted in a junior high school where I teach geography.
Teaching integrated into multicultural education was carried out for four hours by taking students from the eighth and the ninth grades at the school. As regards research methods and data collection, content analysis of textbooks, the observation record of classroom teaching, the teacher as reflective notes, together with the students’ learning worksheets or reflective notes were employed. The main research findings are stated as follows:
First, based on textbooks content analysis, operational viewpoint of curriculum, teaching practice, and students’ respond to the teaching, the research purpose of the feasibility and appropriateness of teaching geography integrated into multiculturalism in junior high school was confirmed. Second, students were able to understand, appreciate, and respect the minorities as well as to be willing to recognize their cultural characteristics in the geography teaching integrated into multiculturalism; their performance in affective and cognitive domains of multicultural literacy was thus demonstrated. Third, students were shown, in the geography teaching integrated into multiculturalism, a certain degree of multicultural awareness and cultural empathy for the disadvantaged groups. Fourth, students’ performance of critical thinking and civic responsibility in relation to the issue of ethnicity and poverty all around the world was positively achieved.
Several suggestions for teachers and future researchers are proposed as follows: First, to promote the feasibility of the geography teaching integrated into multiculturalism, the contents of textbook must be adjusted. Second, teachers of junior or senior high schools have to learn to integrate multiculturalism to geography teaching. Third, the contents of students’ learning worksheets need not too much; the keypoint is to match the purpose of research. Fourth, once the video for teaching, designed on the basis of research purpose, can catch students’ interests, the feedback of the students’ learning worksheets will be presented both in depth and width fully.
Keywords: multiculture, junior high school geography teaching , multicultural literacy, multicultural capabilities, social action
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