幼兒園教師多元文化教育素養的變化之個案研究

Abstract

在這多元世代中，多元文化議題逐漸受到重視，然而在面對尊重、包容的口號下，學校成為教學與實踐多元口號的重要場域，幼兒園更是教育的起頭和根基。欲暸解多元文化教育在幼兒園場域中實際的情形，本研究探討多元文化教育在幼兒園場域中實踐的現況，以及教師之多元文化教育素養的情形，更進一步的研究多元文化教育素養在研究過程中的變化。本研究之研究對象為中南部某所幼兒園之幼兒園教師，並以參與觀察以及半結構式訪談的方式進行資料蒐集，藉著資料彙整、編碼及分析的過程，歸納出本研究之結果如下：

一、 幼兒園教師之教學情形分別為重視幼兒的身體健康與環境清潔、教學內容與方式以課程進度為主、暸解幼兒園的內涵、使用聯絡簿與家長建立關係、以及重視幼兒的行為態度五大面向。

二、幼兒園教師與多元文化教育素養相關的情形分別為運用同一套教學方法成為課程發展內容、使用聯絡簿作為親師溝通管道、以及使用單一標準管教幼兒的行為態度三大面向。

三、幼兒園教師之多元文化教育素養會在研究過程中產生變化。

四、幼兒園教師在研究過程中與多元文化教育素養有關的覺知與變化，思想觀念層面上的變化，包含改變教學內容、以及意識幼兒園系統對自身的影響。

五、幼兒園教師在研究過程中與多元文化教育素養有關的覺知與變化，行為層面上的變化，包含改變教學方法、改變親師互動以及師生互動的方式，如增加與家長面對面及電訪的機會、以及重視和幼兒的溝通與理解。In this multi-generational era, multi-cultural issues are gradually being valued. Under the slogan of respect and tolerance, schools have become an important area for teaching and practicing multi-slogans, and preschools are the beginning and foundation of education. The purpose of this study is to review the current status of multicultural education in preschool fields, to understand the actual situation of multicultural education in preschool, and to develop teachers' multicultural education literacy, and to further study multicultural education literacy in research Changes in the process. The study object of this thesis is a preschool teacher of a preschool in the south of Taiwan. Data were collected by participating in observation and semi-structured interviews. Through the process of data compilation, coding and analysis, the results of this study are summarized as follows:

(1) The Preschool teacher teaching situation is divided into five major aspects: attaching importance to preschoolers’ physical health and environmental cleanliness、teaching content and methods based on curriculum progress、understanding the meaning of preschool、using Communication Book to establish relationships with parents, and attaching importance to preschoolers’ behavior.

(2) Preschool teachers and multicultural education literacy are related to the use of the same set of teaching methods as curriculum development content, the use of contact books as parent-teacher communication channels, and the use of a single standard to regulate preschooler behavior and attitude.

(3) The multicultural education literacy of preschool teachers changes during the study process.

(4) Preschool teacher's awareness and changes related to multicultural education literacy during the research process, changes in the level of ideas, including changes in teaching content, and awareness of the impact of the preschool system on itself.

(5) Preschool teacher's awareness and changes related to multicultural education literacy during the research process, and behavioral changes include changes in teaching methods, changes in parent-teacher interaction, and ways of teacher-student interaction, such as increasing face-to-face with parents and telephone interview opportunities, and communication and understanding with preschooler.