為有效地培育本所研究生在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教學活動課程，對不同社會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2018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，今年課程的規劃仍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。

In order to effectively cultivate the ability of graduate students in our institute to conduct appropriate teaching in a diverse society, and to effectively plan courses for disadvantaged care teaching activities based on the concept of life education, we will have an understanding of ethnic education policies and practices in different societies, expand our educational horizons, and establish cooperative relationships with relevant academic units to facilitate long-term cooperative teaching and research. Our institute's 2018 ex-situ research course "Multicultural Education" has still selected Lanzhou University in Gansu Province, Mainland China, as the partner institution for ex-situ teaching. Since Gansu Province has diverse ethnic groups and cultural characteristics (Han, Hui, Tibetan, and Mongolian), Lanzhou University is not only a sister school of our school, but also has a good interactive relationship with our school in recent years. Graduate students from this school come to our school for exchange studies every semester. It is also a 985 and 2 certified by the Ministry of Education of Mainland China. 11 Excellent University, with the planning and assistance of Chen Shengbai, director of the school's Religious Culture Research Center and the School of Education, this year's course planning is still based on previous years' models with multiple teaching methods such as special lectures and discussions, admission to different types of schools, class observations, and visits to local culture and environment.
This ex-situ research will not only strengthen good relations with the school's Education Research Institute, Religious Culture Research Center and other units, but also invite experts from Northwest Normal University to give lectures on multicultural teaching materials and teaching methods, so as to more solidly accumulate the online resources of our multicultural education. On the other hand, through three years of on-site observations of teachers and students, as well as actual dialogue and exchanges with local primary and secondary school teachers, effective ex-situ research and teaching results can be achieved.

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.

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.