幼兒園教師多元文化教育素養之探究：教學信念、教學實踐、教學困境及解決策略

Abstract

本研究旨在探究幼兒園教師具備之多元文化教育素養內涵，在個案研究法下，採取深入訪談及參與觀察之質性研究方法，以了解幼兒園教師秉持的多元文化教學信念、在教學現場實行之多元文化教學實踐，並進一步探討其遭遇之教學困境、與採取之解決策略。本研究藉由推薦、問卷、電話訪談之歷程，選擇六位具備多元文化教育素養的幼兒園教師作為研究參與者，研究者與六位研究參與者進行深度訪談，並進入其中三位研究參與者的教學現場進行參與觀察接著透過研究資料之整理、編碼與分析，歸納出本研究三個面向之研究結果： 一、本研究統整研究資料及文獻探討，歸納出幼兒園教師多元文化教育素養內涵之六大面向：重視幼兒擁有良好的學習表現、給予幼兒豐富的關愛、支持幼兒的文化能力、重視和家長間友善的雙向關係、教師的批判意識和行動力、與培養幼兒的批判意識及跨文化知能。 二、本研究發現，幼兒園教師之多元文化教學信念、與所實行之多元文化教學實踐之間存在矛盾或落差時，即可能衍生潛在的教學困境，造成教師實踐多元文化教育上之困難與壓力。 三、幼兒園教師在實踐多元文化教育上之教學困境包含：教師與家長間的互動、教師文化多樣性的限制、及教學信念與教學實踐間的衝突；而本研究發現教師遭遇的教學困境及採取之解決策略，會反映與呼應其自身具備之多元文化教育素養內涵。This research aimed to explore the multicultural education literacy of kindergarten teachers. This research has shown kindergarten teachers' beliefs, practices, predicaments, and strategies of multicultural early childhood education praxis. Participants of this research are six kindergarten teachers that regarded as teachers who practicing multicultural education successfully. The research data was collected through interviews with six teachers and participant observations in three teachers' classrooms. This researchshowed the following results: (a) The multicultural education literacy of kindergarten teachers involved six contents. Teachers should develop children's academic achievements, give children lots of caring, support children's cultural abilities, have friendly and equal relationship with parents, have critical ability to curriculum, and develop children's critical awareness. (b) The results indicated that teachers will encounter teaching predicaments when there's contradictions between teachers' beliefs and practices. (c) Teaching predicaments and solving strategies of multicultural early childhood education praxis will reflect teachers' multicultural education literacy.