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 cooperate with the future development characteristics of the Institute and the Teacher Training Center, it will be defined as the weak concerns and teaching of diverse societies, and to plan life education as the core course, it is necessary to have some understanding of ethnic education policies and practices in different societies, and establish cooperative relations with relevant academic units to facilitate long-term cooperative teaching and research. Therefore, in the third year of the Institute's 2016 land transfer research course "Multi-cultural Education", we will still choose to work with Lanzhou University in Gansu Province, China as a cooperative organization for land transfer teaching. Since Gansu Province has diverse ethnic and cultural characteristics (Han, Hui, Tibet, 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 and 211 Youliang University certified by the Ministry of Education of the University of China. With the planning and assistance of Director Chen Bao, Director of the Religious Culture Research Center of the school and the School of Education, it will be carried out in a variety of teaching methods such as topical lectures and discussions, admissions from different ethnic groups and types, class observations, and local cultural and environmental visits according to the 2014 and 2015 model.
This land transfer research will not only strengthen good relations with the school's education institute and religious and cultural research center, but will also invite Northwest Teachers to give lectures on multicultural textbooks and teaching methods, and will make our multicultural education network resources more practically accumulate; on the other hand, through three years of real-life observation of teachers and students and actual dialogue exchanges with local primary and secondary school teachers, we can achieve effective teaching results in land transfer research. Overall, the Institute's annual migration research teaching at Lanzhou University in China will meet the following five 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 Taiwan’s multicultural education and gain the ability to plan multicultural courses in different social contexts.
(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.
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. Fang Yongquan Translation (2003). Paulo Freire Original Education for the Pressurized. Taipei City:
Huge flow.
5. Wang Yaxuan (2009). 〈Critical reflection on images of multicultural teachers—taking the contextual definition of Aboriginal teachers as an example〉. Journal of Educational Science Research. 54(2), 1-27.
6. Qiu Yanliang Translation (2004). Nutritional culture: A record of a day's life in five Mexican families (Oscar Lewis original). Taipei City: Juliu.
7. Zhu Ying & Cai Qizhen Translation (2004). Teaching and learning from a diverse world. .Taipei City: Psychological Publishing House.
8. Chen Zhilie et al. (2008). Multicultural Education: Questions and Views. Taipei City: Psychological Publishing House.
9. Chen Meiru (2004) Printing the Encounter of a Teacher with Different Culture: From Understanding to Discovery .
"Educational Research Monthly" 117:23-33.
10. Cai Wenshan (2004). 〈Reflect on the present and prospects of Aboriginal student education from the perspective of equal educational opportunities〉. "Education and Social Research" 6:109-114.
11. Zhang Jiancheng Editor (2000). Multicultural Education: Our topics and experiences with others. Taipei City: Teacher's Book Garden.
12. Zhang Jiancheng (2007). 〈Single and Giant: Extraordinary and Insufficient in Multiculturalism〉. Journal of Educational Research, 53:103-127.
12. Brave Power (2007). 〈Comparison between two educational sports of equal opportunity and multiculturalism〉. Kaohsiung University of Teachers (Education and Social Sciences). 22:21-42.
13. Brave and Magic (2009). 〈Reflect on the education "questions" and "countermeasures" of "weakers" from a multicultural perspective. Journal of Education and Multicultural Research, Creation No.: 17-55.
14. Liu Meihui's main translation, 2009. "Teaching Crosses the Line: The Reality of Education and Freedom". Taipei: Learn to be rich.
15. Ministry of Education, Indigenous Ethnic Affairs Commission, Executive Yuan, (2011). Aboriginal Education Policy White Paper. Executive Yuan.
16. Ministry of Education Indigenous Ethnic Groups and Minority Education Information Network http://cpd.moe.gov.tw/indigenous/
Reading materials for Chinese ethnic groups and multicultural education in China will be provided with peer reading on the Internet FB and teaching platform.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 全程參與課程實施全程參與課程實施 Full-time course implementation |
35 | |
| 熱忱參與分工熱忱參與分工 Passionately participate in division of labor |
20 | |
| 參與討論參與討論 Participate in discussion |
15 | |
| 口頭/書面報告口頭/書面報告 Oral/Written Report |
30 |
