為有效地培育本所研究生在台灣的多元社會中進行適性教學的能力，並能有效的結合生命教育理念規劃弱勢關懷與教學的課程，對不同社會中的族群教育政策與實務有所瞭解，擴大教育視野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。本所2017年之移地研究課程「多元文化教育」，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，每學期都有該校研究生至本校交換學習，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，將依歷年模式以專題演講與討論、不同類型學校入校、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。
教學內容
(一) 閱讀與討論什麼是文化、多元文化教育的基本概念
(二) 偏見歧視? 檢視社會對多元文化的成見與教育政策的制定與推動
(三) 多元文化教育的歷史發展與現況議題探討(台灣): 台灣原住民族與新住民子女家庭教育。
(四) 兩岸多元文化教育的歷史發展與現況議題探討
(五) 參訪蘭州大學的多元文化教育研究發展與學術成果交流座談
(六) 參訪蘭州當地各級學校教育設施並與教師座談
(七) 參訪當地相關多元文化教育發展與組織
(八) 心得反思提出口頭與書面報告(返國後實施)
In order to effectively cultivate the ability of graduate students to teach appropriately in Taiwan's diverse societies, and to effectively combine life education concepts and plan weak concerns and teaching courses, have some understanding of ethnic education policies and practices in different societies, expand educational vision and establish cooperative relations with relevant academic units, so as to facilitate long-term cooperative teaching and research. Our institute's 2017 land transfer research course "Multi-cultural Education" is still a cooperative organization to work with Lanzhou University in Gansu Province, China as a 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. Every time, graduate students from this school have exchanged their studies, and it is also 98 certified by the Ministry of Education of China. 5 and 211 Youliang University, with the planning and assistance of Director Chen Bao, Director of the Religious Culture Research Center of the school and the School of Education, will be conducted in a variety of teaching methods such as special lectures and discussions, different types of schools entering schools, class observations, and local cultural and environmental visits according to the year-end 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.
Teaching content
(I) Read and discuss what are the basic concepts of cultural and multicultural education
(II) Discrimination on bias? View the social view of multiculturalism and the formulation and promotion of educational policies
(III) Discussion on the historical development and current issues of multicultural education (Taiwan): Family education for the children of indigenous peoples and new residents in Taiwan.
(IV) An exploration of the historical development and current issues of multicultural education on both sides of the Taiwan Strait
(V) Visit the China University of China for a discussion on the research and development of multicultural education and academic achievements exchange meetings
(VI) Visit the educational facilities of various local schools in Lanzhou and discuss with teachers
(VII) Visit local related multicultural education development and organization
(8) Reflect on experience and make oral and written reports (implemented after returning to the country)
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. 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。
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. Chen Zhilie et al. (2008). Multicultural Education: Questions and Views. Taipei City: Psychological Publishing House.
| 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 |
30 | |
| 熱忱參與分工熱忱參與分工 Passionately participate in division of labor |
15 | |
| 參與討論參與討論 Participate in discussion |
20 | |
| 口頭/書面報告(含移地研究成果手冊)口頭/書面報告(含移地研究成果手冊) Oral/book report (including manual of moving research results) |
35 |
