為配合本所與師培中心未來的發展特色將定為多元社會的弱勢關懷與教學，並以生命教育做為核心課程的規劃，需要對不同社會中的族群教育政策與實務有所瞭解，並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2016年之移地研究課程「多元文化教育」，第三年仍選定與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)，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暨211優良大學，在該校宗教文化研究中心陳聲柏主任與教育學院的規劃與協助下，將依2014、2015年模式以專題演講與討論、不同族群與類型學校入校、班觀察，以及當地文化與環境參訪等多元教學方式進行。
本次的移地研究不僅將與該校教育研究院、宗教文化研究中心等單位強化良好關係，也將邀請西北師範大學專家進行多元文化教材與教法進行演講，將本所在多元文化教育的網絡資源有更扎實地累積；另一方面經由三年來師生實地的觀察，以及與當地中小學教師的實際對話交流，能達到有效的移地研究教學效果。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五項目標：
(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 match the future development characteristics of our institute and the teacher training center, which will focus on care and teaching for the disadvantaged in a diverse society, and use life education as the core curriculum plan, it is necessary to have an understanding of ethnic education policies and practices in different societies, and to establish cooperative relationships with relevant academic units to facilitate long-term cooperative teaching and research. Therefore, for the third year of our 2016 ex-situ research course "Multicultural Education", we still selected Lanzhou University in Gansu Province, Mainland China, as the partner institution for ex-situ teaching. Since Gansu Province has diverse ethnic groups and cultural characteristics (Han, Hui, Tibetan, and Mongolian), Lanzhou University is not only a sister school of our school, but also has a good interactive relationship with our school in recent years. It is also a 985 and 211 excellent university certified by the Ministry of Education in mainland China. With the planning and assistance of Chen Shengbai, director of the Center for Educational Culture Research, and the School of Education, the program will be conducted in accordance with the 2014 and 2015 models using multiple teaching methods such as special lectures and discussions, admission to schools of different ethnic groups and types, class observations, and visits to local culture and environment.
This ex-situ research will not only strengthen good relations with the school's Education Research Institute, Religious Culture Research Center and other units, but also invite experts from Northwest Normal University to give lectures on multicultural teaching materials and teaching methods, so as to more solidly accumulate the online resources of our multicultural education. On the other hand, through three years of on-site observations of teachers and students, as well as actual dialogue and exchanges with local primary and secondary school teachers, effective ex-situ research and teaching results can be achieved. Overall, our annual ex-situ research teaching at Lanzhou University in Mainland China will achieve the following five goals:
(1) Understand the concept and current situation of multi-ethnic education in Chinese society
(2) Understand the concepts and current situation of multicultural education policies in Gansu.
(3) Compare the policies and practices of multicultural education in different societies in Taiwan and Mainland China.
(4) Reflect on the current situation of multicultural education in Taiwan and gain the ability to plan multicultural curriculum in different social situations.
(5) Understand the relationship between different folk customs and education through field visits to expand new educational horizons.

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.
4. 方永泉 譯（2003）。Paulo Freire原著 受壓迫者教育學。台北市：
巨流。
5. 王雅玄（2009）。〈多元文化教師圖像之批判反思—以原住民教師的情境定義為例〉。《教育科學研究期刊》。54(2)，1-27。
6. 丘延亮 譯（2004）。貧窮文化：墨西哥五個家庭一日生活的實錄（Oscar Lewis原著）。台北市：巨流。
7. 朱瑛＆蔡其蓁譯（2004）。多元世界的教與學。.台北市: 心理出版社。
8. 陳枝烈 等譯(2008)。多元文化教育: 議題與觀點。台北市: 心理出版社。
9. 陳美如(2004)〈側寫一位教師與異文化的相遇：從理解到發現〉。
《教育研究月刊》 117：23-33。
10. 蔡文山(2004)。〈從教育機會均等的觀點省思原住民學生教育的現況與展望〉。《教育與社會研究》6:109-114。
11. 張建成 主編（2000）。多元文化教育：我們的課題與別人的經驗。台北市：師大書苑。
12. 張建成(2007)。〈獨石與巨傘：多元文化主義的過與不及〉。教育研究集刊，53：103-127。
12. 莊勝義（2007）。〈機會均等與多元文化兩種教育運動的對比〉。高雄師大學報（教育與社會科學類）。22：21-42。
13. 莊勝義（2009）。〈從多元文化觀點省思「弱勢者」的教育「問題」與「對策」〉。教育與多元文化研究期刊，創刊號：17-55。
14. 劉美慧主譯，2009。《教學越界：教育及自由的實踐》。台北：學富。
15. 行政院教育部、原住民族委員會，(2011)。原住民族教育政策白皮書。行政院。
16. 教育部原住民族群與少數族群教育資訊網 http://cpd.moe.gov.tw/indigenous/
中國大陸族群與多元文化教育閱讀資料另行上網FB及教學平台提供同學閱讀

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.
4. Translated by Fang Yongquan (2003). Original book by Paulo Freire Pedagogy of the Oppressed. Taipei City:
Giant current.
5. Wang Yaxuan (2009). "Critical Reflection on the Image of Multicultural Teachers - Taking the Situational Definition of Aboriginal Teachers as an Example". Journal of Educational Science Research. 54(2), 1-27.
6. Translated by Qiu Yanliang (2004). The Culture of Poverty: A Day in the Life of Five Mexican Families (original work by Oscar Lewis). Taipei City: Juliu.
7. Translated by Zhu Ying & Cai Qizhen (2004). Teaching and learning in a pluralistic world. .Taipei: Psychology Press.
8. Translated by Chen Zhilie et al. (2008). Multicultural education: Issues and perspectives. Taipei: Psychology Press.
9. Chen Meiru (2004) "Profiling a teacher's encounter with a different culture: from understanding to discovery".
Educational Research Monthly 117: 23-33.
10. Cai, Wenshan (2004). "Reflecting on the current situation and prospects of education for Aboriginal students from the perspective of equal educational opportunities". Education and Social Research 6:109-114.
11. Editor-in-Chief Zhang Jiancheng (2000). Multicultural education: Our subjects and the experiences of others. Taipei City: Normal University Library.
12. Zhang Jiancheng (2007). "Monoliths and Umbrellas: The Pros and Cons of Multiculturalism". Journal of Educational Research, 53: 103-127.
12. Zhuang Shengyi (2007). "A comparison of two educational movements: equal opportunity and multiculturalism". Journal of Kaohsiung Normal University (Education and Social Sciences). 22:21-42.
13. Zhuang Shengyi (2009). "Thinking about the educational "problems" and "countermeasures" of the "disadvantaged" from a multicultural perspective>. Journal of Education and Multicultural Studies, inaugural issue: 17-55.
14. Translated by Liu Meihui, 2009. Teaching Transgression: Education and the Practice of Freedom. Taipei: Xuefu.
15. Ministry of Education, Executive Yuan, Council on Indigenous Peoples, (2011). White Paper on Education Policy for Aboriginal Peoples. Executive Yuan.
16. Education Information Network for Aboriginal and Minority Ethnic Groups of the Ministry of Education http://cpd.moe.gov.tw/indigenous/
Reading materials for ethnic and multicultural education in mainland China are separately available online on FB and teaching platforms for students to read.