1. 發現問題及瞭解問題，主要的學習活動是讓師資生從探索自己的文化開始，進而了解多元文化，在這樣的學習過程中，讓學生發現文化的差異及衝突。
2. 整理問題及深入理解。透過分析整理新移民（外籍配偶及其婚生子女）在進入台灣社會的社會經濟背景事實，及社會對新移民族群的偏見與歧視，讓師資生深入理解因對族群偏見歧視在教育上所造成在的不公平、不正義。
3. 連結生活及行動。也就是師資生將透過規劃課程連結生活，提出對教育上的行動計畫，培養每一位師資生在教育上的改革有行動能力，而在擔任教職後成為一位多元文化教育種子老師，為教育工作上進行改革，實踐社會公平正義的理想持續努力。本課程的教學方法包括課堂講解討論分享、線上討論、閱讀文章、專家學者演講、影片欣賞、及小組發表。以下幾種方式：
◊ 教師重點講解：由任課教師對於重要（主要）概念的進行引導式的提
◊ 示與講解。
◊ 分組討論：由組長帶領全組進行，並指定記錄及口頭報告人。
◊ 田野調查：學生自行尋找學校進行參訪，與學校人員進行交流及訪談老師學生，瞭解目前學習不利(霸凌 城鄉差距 貧富差距 隔代教養….)在學校情形。
◊ 線上討論：學生必須經常上教學網站分享學習心得。
◊ 線上觀看影片：利用教學平台隨選視訊系統播放 「黑仔討老婆」、 「我的強娜威」、「幸福地圖」、「黃櫻桃的春天」影片。
◊ 讀書會:

1. Discover and understand problems. The main learning activity is to allow teachers and students to start from exploring their own culture and then understand multiculturalism. During this learning process, students can discover cultural differences and conflicts.
2. Sort out the questions and gain in-depth understanding. By analyzing and sorting out the socio-economic background facts of new immigrants (foreign spouses and their legitimate children) when they entered Taiwanese society, as well as social prejudice and discrimination against the new immigrant ethnic groups, teachers and students can have a deep understanding of the unfairness and injustice caused by ethnic prejudice and discrimination in education.
3. Connect life and action. That is to say, teacher students will connect their lives through planning courses, propose action plans for education, and cultivate each teacher student's ability to take action in educational reforms. After taking up a teaching position, they will become a multicultural education seed teacher, carry out reforms in educational work, and continue to work hard to realize the ideal of social fairness and justice. The teaching methods of this course include classroom explanations and discussions, online discussions, reading articles, speeches by experts and scholars, video appreciation, and group presentations. The following ways:
◊ Teacher’s key explanation: The teacher will provide guided introduction to important (main) concepts.
◊ Show and explain.
◊ Group discussion: The group leader will lead the whole group and designate record-keeping and oral speakers.
◊ Fieldwork: Students find schools on their own to visit, communicate with school personnel and interview teachers and students to understand the current learning disadvantages (bullying, urban-rural gap, wealth gap, intergenerational upbringing...) in school.
◊ Online discussions: Students must often go to the teaching website to share their learning experiences.
◊ Watch videos online: Use the video-on-demand system of the teaching platform to play the videos of "Black Boy Seeking a Wife", "My Jonaway", "Happiness Map", and "Yellow Cherry's Spring".
◊ Reading Club:

1. Ramsey, P. (2004). Teaching and learning in a diverse world: multicultural education for young children. New York: NY: Teachers College Press.
2. 朱瑛＆蔡其蓁譯（2004）。多元世界的教與學： 兒童的多元文化教育。. 台北市: 心理出版社股份有限公司。
3. 夏曉鵑 編著 (2005) 。不要叫我外籍新娘。台北: 左岸文化。
4. 王宏仁、唐文慧 著 (2009)。夫枷蓮花：十六個受暴越娘的出走。台北：巨流圖書股份有限公司。
5. 強納威 著(2008) 。嫁來天堂的新娘。台北: 文經社。
6. 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。
7. 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。
8. Course reading packet

1. Ramsey, P. (2004). Teaching and learning in a diverse world: multicultural education for young children. New York: NY: Teachers College Press.
2. Translated by Zhu Ying & Cai Qizhen (2004). Teaching and learning for a diverse world: Children's multicultural education. . Taipei City: Psychological Publishing House Co., Ltd.
3. Edited by Xia Xiaojuan (2005). Don't call me a foreign bride. Taipei: Left Bank Culture.
4. Written by Wang Hongren and Tang Wenhui (2009). Husband's Shackles and Lotus: Sixteen rape victims run away. Taipei: Juliu Books Co., Ltd.
5. Johnaway (2008). The bride brought to heaven. Taipei: Wenjingshe.
6. Translated by Chen Zhilie et al. (2008). Multicultural education: Issues and perspectives. Taipei: Psychology Press.
7. Chen Meiru (2004) "Profiling a teacher's encounter with a foreign culture: from understanding to discovery". Educational Research Monthly 117: 23-33.
8. Course reading packet