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 problems and understanding problems. The main learning activities are to let teachers start from exploring their culture and understand multiple culture. In such a learning process, students can discover the differences and conflicts of culture.
2. Organize problems and in -depth understanding. Through analysis and organizing new immigrants (foreign spouses and their children's children), in the social and economic background facts entering Taiwan society, and the society's prejudice and discrimination against the new immigrant groups, so that teachers have deeply understanding Unfair and unreasonable.
3. Connect life and actions. That is to say, the teachers will connect the life through the planning course, and propose a action plan for education to cultivate the ability of each teachers' reform in education. After serving as a faculty The ideal of reforming in education and practicing social fairness and justice continues to work hard. The teaching methods of this course include classroom explanation and discussion, online discussion, reading articles, experts and scholars' speeches, film appreciation, and group publication. The following methods:
： Teachers focus on explanation: The teacher's guidance of the concept of important (main) concepts by the teacher
◊ Show and explain.
由 Group discussion: Lead the team leader to conduct the entire group, and specify records and verbal reporters.
Saita Survey: Students are looking for schools for visiting, exchanging and interviewing teachers and students with the school staff to learn about the current unfavorable learning (the gap between the bullish urban and rural gap between the rich and the poor ...) In the school situation.
学生 Online discussion: Students must often go to teaching websites to share their learning experience.
： Watch the video online: Use the teaching platform to play "Black Tsai Following Wife", "My Qiang Nawei", "Happy Map", and "Yellow Cherry Spring" film with the teaching platform.
◊ 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.
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2. Zhu Ying & Cai Qizhen Translation (2004). Education and learning of multiple worlds: multicultural education for children. Taipei City: Psychological Publishing House Co., Ltd..
3. Edited by Xia Xiajuan (2005). Don't call me a foreign bride. Taipei: Left Bank Culture.
4. Wang Hongren and Tang Wenhui (2009). Follower Lotus: Sixteen of the violent and Yueniang out. Taipei: Giantliu Book Co., Ltd..
5. Qiangnaville (2008). Marry the bride who comes to heaven. Taipei: Wenjing Society.
6. Chen Zhilie and other translations (2008). Multi -cultural education: topic and viewpoint. Taipei City: Psychological Publishing House.
7. Chen Meiru (2004) "The encounter between a teacher and an alienization on the side: from understanding to discovery". "Education 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 experience writing homework |
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 Film 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 Multi -Cultural Education Teaching Program |
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 -I inequality bias criticism 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。 |
