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 the problem. The main learning activity is to allow students to start by exploring their own culture and then understand diverse cultures. In this learning process, students can discover cultural differences and conflicts.
2. Organize the questions and have in-depth understanding. Through analysis and sorting out the social economic background of new immigrants (foreign spouses and their children) in entering Taiwan society, as well as the prejudice and disagreement of new immigrants, students can deeply understand the unfairness and injustice caused by discrimination against ethnic groups in education.
3. Connect life and actions. That is, teachers and students will connect their lives through planning courses, propose actions in education, cultivate each teacher and students to have the ability to act in education reform, and after becoming a teaching position, they will become a multicultural education teacher, carry out reforms in education work, and implement social fairness and justice ideals. The teaching methods of this course include classroom lectures and discussions, online discussions, reading articles, expert lectures, video reviews, and group publication. The following methods:
◊ Teacher's key explanation: The teacher will introduce the important (main) concepts
◊ Demonstration and explanation.
◊ Sub-group discussion: The leader will lead the entire group and designate the record and verbal reporter.
◊ Field Survey: Students will visit the school by themselves, communicate with school staff and interview teachers and students, and understand the current situation of learning (bullying, urban and rural gap, wealth gap, intergenerational education...) in the school.
◊ Online discussion: Students must often go to the teaching website to share their learning experience.
◊ Watch the video online: Use the teaching platform to select the video system to play "Heizi talks about his wife", "My Qiannawei", "Happy Map", and "Huang Hokkien Tao'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. Zhu Ying & Cai Qizhen Translation (2004). Teaching and learning in a diverse world: Multicultural education for children. . Taipei City: Psychological Publishing House Co., Ltd.
3. Edible by Xia Xiaopeng (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 flowers: Sixteen of the violent mothers' run away. Taipei: Juliu Books Co., Ltd.
5. Written by TNavi (2008). Marry a bride in heaven. Taipei: Wenguan Club.
6. Chen Zhilie et al. (2008). Multicultural Education: Questions and Views. Taipei City: Psychological Publishing House.
7. Chen Meiru (2004) Printing the Encounter of a Teacher with Different Culture: From Understanding to Discovery . "Educational Research Monthly" 117:23-33.
8. Course reading packet
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 個人經歷的撰寫作業個人經歷的撰寫作業 Personal writing |
10 | 用半頁（單行間距12號字體）篇幅描繪你的文化背景及文化認同，接著再以另半頁描述你受教育背景，所以班上的同學能得以更進一步認識你是誰。 |
| 對文化學習的線上討論對文化學習的線上討論 Online discussion on cultural learning |
15 | 透過訪談外籍配偶及閱讀同學的bios 認識文化檢視文化學習 |
| 影片心得分析報告影片心得分析報告 Video experience analysis report |
15 | 從觀看「黑仔討老婆」或「我的強娜威」影片 分析你所見的的多元文化有哪些? 這些文化又呈現了台灣社會上的哪些主流價值及不平等? |
| 多元文化教育教學計畫多元文化教育教學計畫 Multicultural Education and Teaching Plan |
15 | 結合將來任教之科目設計融入心移民素材之教學計劃。 |
| 讀書會—閱讀中的不平等偏見批判讀書會—閱讀中的不平等偏見批判 Reading Club—Criticism of Inequality and Prejudice in Reading |
15 | 針對讀書會的內容，以15分鐘分享讀書會的成果。 讀書會的報告形式自訂， 可以以drama、 interactive symposium、round table呈現。 |
