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 insights into planning multiculturalism in different social situations.
the ability to transform the curriculum.
(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。

另16篇閱讀文獻資料由授課教師另行上載教學平台提供閱讀

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.

Another 16 reading literature materials will be uploaded separately by the instructor to the teaching platform for reading.