為配合本所與師培中心未來的發展特色定位多元社會的弱勢關懷教育，並以生命教育做為核心特色課程的規劃，需要對不同社會中的族群教育政策與實務進一步深入瞭解，並透過與相關學術單位建立合作關係，以利進行長期的合作教學與研究。因此，本所本年度之移地研究課程主題定為「多元文化教育」，銜接本所原有「多元文化」課程進行田野與實(異)地進深比較研究。本年度特別選擇中國大陸甘肅省蘭州大學做為移地教學的合作機構，由於甘肅省具有多元的族群與文化特色(漢、回、藏、蒙)，而蘭州大學不僅是本校的姊妹校，近年來與本校有良好的互動關係，也是中國大陸教育部認證的985優良大學，在該校教育學院與宗教文化研究中心陳聲柏主任熱心的規劃與協助下，本次的移地研究教學除了玲聽當地學者專家的授課演講外，也將與蘭州大學教育學院師生，蘭州地區中學教師進行研討對話，並安排實地參訪蘭州地區不同類型中小學校，與學校行政、教學人員對談討論蘭州地區的多元文化教育政策與現況。本次的移地研究也可與該校教育研究院、宗教文化研究中心等單位建立良好關係，一方面將討論建立師生中長期的交換研究與教學機制；另一方面經由師生實地的觀察，以及與當地中小學教師的實際對話交流，達到有效的瞭解與比較不同環境情境下的多元文化教育理念與現況，並能培養對過內多元文化教育政策與教學的反思能力，精進參與學生(教師)的多元文化教學能力。整體而言，本所年度的中國大陸蘭州大學的移地研究教學將達到下列 項目標：
(一) 瞭解中國社會對多元(族群)教育的理念與現況
(二) 瞭解甘肅地區對多元文化教育政策的理念與現況。
(三) 比較台灣與中國大陸不同社會多元文化教育政策與實踐方式。
(四) 反思台灣多元文化教育現況，並獲得在不同社會情境下規劃多元文化課程課程的能力。
(五) 從田野參訪中瞭解不同民情風俗與教育的關係擴展教育新視野。In order to cooperate with the future development of our institute and the Teacher Training Center to position the weak-minded education of diverse societies, and to plan life education as the core characteristic course, we need to further understand the ethnic education policies and practices in different societies, and establish cooperative relations with relevant academic units through the promotion of long-term cooperative teaching and research. Therefore, the theme of the Institute's shift research course this year is defined as "multi-cultural education", and the Institute's original "multi-cultural" course is conducted to conduct field-based and practical (different) in-depth research. This year, the Lanzhou University in Gansu Province, China was specially selected as a cooperative institution for teaching in the area. Since Gansu Province has diverse ethnic and cultural characteristics (Han, Hui, Tibetan, and Mongolia), Lanzhou University is not only a sister school of our school. In recent years, it has had good interactions with our school. It is also a 985-Yueliang University certified by the Ministry of Education of China. In the study of the education colleges and religious culture of the school in this school. With the enthusiastic planning and assistance of Director Chen Changbai, in addition to listening to the lectures of local academic experts, this relocation research teacher will also conduct seminars with students from the Lanzhou University Education Institute and middle school teachers in the Lanzhou area, and arrange to visit different types of primary and secondary schools in Lanzhou area, and discuss the multicultural education policies and current situations with school administration and teaching staff. This land transfer research can also establish good relations with the school's education institute, religious and cultural research center and other units. On the one hand, it will discuss the establishment of a long-term exchange research and teaching mechanism between teachers and students; on the other hand, through the actual observation of teachers and students, and the actual dialogue exchange with local primary and secondary teachers, we can effectively understand and compare the multicultural educational concepts and present situations in different contexts, and cultivate the ability to reflect on the internal multicultural education policies and teaching, and improve the multicultural teaching ability of students (teachers). Overall, the relocation research teaching of China University of China in the year will reach the following projects:
(I) Understand the concept and present situation of Chinese society in multi-ethnic education
(II) Understand the concepts and current situations of Gansu-Liaoning Region for multicultural education policies.
(III) Compare the different social multicultural education policies and practical methods of Taiwan and Mainland China.
(IV) Reflect on the current situation of multicultural education in Taiwan and gain the ability to plan multicultural courses in different social situations.
(V) Understand the relationship between different people's customs and education through field visits and expand new educational vision.
1. Ball, Arnetha F. (2006). Multicultural strategies for education and social change: Carriers of the torch in the United States and South Africa. New York: Teachers College Press.
2. Ramsey, P. (2004). Teaching and learning in a diverse world: multicultural education for young children. New York: NY: Teachers College Press.
3. Verma, Gajendra K. (2007). Diversity and multicultural education: Cross-cutting issues and concepts. In G. K. Verma, C. R. Bagley, and M. M. Jha (Eds.) International perspectives on educational diversity and inclusion: Studies from America, Europe and India (London: Routledge), pp. 21-30.
1. Ball, Arnetha F. (2006). Multicultural strategies for education and social change: Carriers of the torch in the United States and South Africa. New York: Teachers College Press.
2. Ramsey, P. (2004). Teaching and learning in a diverse world: multicultural education for young children. New York: NY: Teachers College Press.
3. Verma, Gajendra K. (2007). Diversity and multicultural education: Cross-cutting issues and concepts. In G. K. Verma, C. R. Bagley, and M. M. Jha (Eds.) International perspectives on educational diversity and inclusion: Studies from America, Europe and India (London: Routledge), pp. 21-30.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 全程參與課程實施 30%全程參與課程實施 30% Full course participation and course implementation 30% |
30 | |
| 熱忱參與分工 15%熱忱參與分工 15% Passionate participation and division of labor 15% |
15 | |
| 參與討論 20參與討論 20 Participate in discussion 20 |
20 | |
| 口頭/書面報告 35%口頭/書面報告 35% Oral/Written Report 35% |
35 |
