多元文化學校本位課程實施之研究-以北市一所高級中學為例

Abstract

本研究旨在探討多元文化學校本位課程實施之概況，並以一所私立女子高級中學為個案研究的對象來加以說明。研究者先閱讀與蒐集相關文獻之後，將文獻進行整理、分析而擬定出以下研究目的，包括探討個案學校多元文化學校本位課程實施之現況、個案學校多元學校多元文化本位課程實施所產生的效益及所遭遇之問題、及個案學校多元文化學校本位課程實施的落實途徑，最後根據研究資料分析，提供具體建議，以作為學校實施多元文化學校本位課程之參考。 為達成上述研究目的，本研究採質性個案研究法，透過訪談、文件與照片分析作為蒐集資料的方式。綜合研究目的、文獻探討、研究結果之分析，本研究所獲致之結論如下： 壹、多元文化學校本位課程實施的動力，仰賴學校人員履行全人、信任、及服務的價值。 貳、多元文化學校本位課程的實施，可以落實教育機會均等的理想。 參、多元文化學校本位課程的實施，有助於提升學生學習自信心、學術競爭力，及世界公民素養。 肆、多元文化學校本位課程實施的困境，來自於教師的無力感。 伍、多元文化學校本位課程實施的困境，來自於行政專業能力的貧瘠。 陸、多元文化學校本位課程實施的困境，來自於學科跨領域對話功能不彰。 柒、多元文化學校本位課程實施的困境，受功績主義的價值所抑制。 捌、多元文化學校本位課程落實的途徑，為鼓勵教師致力於多元之行動研究。 玖、多元文化學校本位課程落實的途徑，必須植基於卓越領導文化的形構。 拾、多元文化學校本位課程落實的途徑，建立在教師多元倫理的信念，專業的熱忱與自省的效力。 拾壹、多元文化學校本位課程落實的途徑，必須設計具啟發性的引導學程。 拾貳、多元文化學校本位課程的落實，應建立學生與家長的閱聽機制。Abstract This study focuses on the development and practice of the multicultural school-based curriculum, and is illustrated with a case study of a private girls’ high school in Taipei. The researcher starts with the literature review and the collection of the related materials. Next, the literature is organized, analyzed and then the objective of the study is set, including the current situation of the development of the multicultural school-based curriculum on the target school, and its influences, problems and the pragmatic approach. Finally, feasible advice is given based on the data analysis and the result provides the reference to the development of the multicultural school-based curriculum for the target school. To achieve the research objective, a qualitative case study of an action research is employed. The method for material collection is by means of interviews and data analyses. The conclusion of this research has been made as following: 1. The practice of the Multicultural School-Based Curriculum relies on the cooperation of the whole school members, who share an understanding of holistic education, trust and service. 2. The practice of the Multicultural School-Based Curriculum carries out the ideal of education equality. 3. The practice of the Multicultural School-Based Curriculum promotes learners’ competence of self-confidence, academic competitiveness and world citizenship literacy. 4. The predicament of the Multicultural School-Based Curriculum comes from teachers’ senses of frustration. 5. The predicament of the Multicultural School-Based Curriculum results from the incompetence of administrators’ profession. 6. The predicament of the Multicultural School-Based Curriculum gives rise to the insufficient conversation between different fields. 7. Meritocracy leads to the predicament of the Multicultural School-Based Curriculum. 8. The alternative to the practice of the Multicultural School-Based Curriculum is based on the encouragement for teachers to participate actively in action research. 9. The alternative to the practice of the Multicultural School-Based Curriculum must be rooted in the construction of outstanding leadership. 10. The alternative to the practice of the Multicultural School-Based Curriculum is on the basis of teachers’ faith in multi-ethical value, profession passion and self-reflection. 11. The development of an inspiring curriculum contributes to the practice of the Multicultural School-Based Curriculum. 12. A mutual audience system between students and parents is essential to the practice of the Multicultural School-Based Curriculum.