國民小學族群多元文化教育實踐：以新住民反歧視課程方案為例

Abstract

本研究旨在發展一套以族群為主題之新住民反歧視課程方案，研究探討國小高年級新住民反歧視課程的發展，分析國小高年級學生在新住民主題反歧視課程方案中的學習歷程，並瞭解教師實施新住民主題反歧視課程的挑戰與因應。研究採用行動研究法，研究場域為北部某國小五年某班，參與研究的學生共24人，課程共分為七個主題，共計14堂課與一次校外走訪。研究過程運用教師課堂觀察紀錄、教師札記、問卷、學生學習單、學生反思單等多元資料來源進行蒐集與分析，根據相關文獻與研究資料的分析與討論，歸納出以下研究結論：一、 宜以學生真實經驗出發設計與實踐新住民反歧視課程方案：新住民反歧視課程方案的教學目標需兼顧培養學生之認知、態度與能力，以學生的真實生活經驗作為學習內容，並運用多元的策略與評量，發展涵蓋批判與實踐的課程方案。二、 新住民反歧視課程可有效深化學生對新住民與反歧視概念的認知、態度與能力：新住民反歧視課程可協助學生的認知由「理解」轉為「創造」；態度由「接受」轉為「內化」；能力由「片面」轉為「統整」。三、 教師有效實踐新住民反歧視課程有賴彈性調整與系統支持：新住民反歧視課程方案發展與實踐的挑戰，皆源自於「認知」邁向「實踐」的鴻溝，教師應持續反思並調整教案，將反歧視教育理念納入整體課程脈絡與學校文化中，以深化學生的理解與實踐。根據結果，本研究建議：針對教學現場，課程應強化學生生活經驗連結與情境體驗、涵蓋持續性的反思與覺察活動，並運用跨領域與跨單位資源，讓學生從親身參與與感受中獲得理解與反思，進而提升學習的深度與行動意願。針對相關議題研究者，可擴展研究對象與課程主題，發展更具普遍性與延展性的反歧視課程；亦可加入長期追蹤與多面向評量，以更全面瞭解學生在認知、態度與能力上的轉變。This study aims to develop an anti-discrimination curriculum centered on ethnic themes, specifically targeting new immigrant issues. It explores the development of an anti-discrimination curriculum for upper-grade elementary students, analyzes students’ learning processes throughout the curriculum, and investigates the challenges and coping strategies encountered by teachers during its implementation.Adopting an action research methodology, this study was conducted in a fifth-grade class at an elementary school in northern Taiwan, with 24 student participants. The curriculum was organized into seven themes, comprising 14 lessons and one field visit. Multiple sources of data were collected and analyzed, including classroom observation records, teacher’s reflective journals, questionnaires, student worksheets, and student reflection sheets. Based on a review of relevant literature and research findings, the following conclusions were drawn:1. The anti-discrimination curriculum on new immigrants’ content and design should reflect student’s lived experiences: Curriculum goals should address knowledge, attitudes, and skills. Learning content should derive from student’s real-life experiences, utilizing diverse strategies and assessment tools to develop a curriculum that emphasizes both critical thinking and practical action.2. The anti-discrimination curriculum on new immigrants effectively deepens students’ cognition, attitudes, and competencies regarding new immigrants and anti-discrimination concepts: Students' cognition progressed from “understanding” to “creation”; their attitudes evolved from “acceptance” to “internalization”; and their competencies developed from “fragmented” to “integrated” competencies. 3. The anti-discrimination curriculum on new immigrants requires flexible adjustments and systemic support to meet practical challenges: A major challenge lies in bridging the gap between students’ cognitive understanding and actual action. Teachers must engage in continuous reflection and adaptlesson plans accordingly. Furthermore, the principles of anti-discrimination education should be integrated into the broader school curriculum and culture to deepen students' understanding and promote sustained practice. Based on the findings, the study offers the following suggestions: For educational practice, the curriculum should strengthen the connection to students’ everyday experiences and incorporate immersive scenarios, sustained reflection, and awareness-building activities. It should also leverage interdisciplinary and interdepartmental resources to foster deeper engagement and motivation for action through personal involvement and reflection. For futureresearch, expanding the diversity of participants and curriculum themes may enhancethe generalizability and scalability of anti-discrimination education. Longitudinal studies and multidimensional assessments are also recommended to better understand students’ development in cognition, attitudes, and competencies.