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。整體而言，本所年度的中國大陸蘭州大學的移地研究教學將達到下列五項目標：
(一) 瞭解中國大陸社會對多元(族群)教育的理念與實施現況
(二) 瞭解甘肅地區對多元文化教育政策的理念與實施現況。
(三) 瞭解台灣與中國大陸不同社會多元文化教育政策與實踐方式的異同。
(四) 反思台灣多元文化教育現況，並獲得在不同社會情境下規劃多元文化課程的能力。
(五) 從田野參訪中瞭解不同民情風俗與教育的關係擴展教育新視野。
In order to effectively cultivate the ability of graduate students to conduct appropriate teaching in diverse societies, and to effectively combine the concept of life education to plan weak-related teaching activities 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 2018 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 985 and 2 certified by the Ministry of Education of China. 11 Youliang University, with the planning and assistance of Director Chen Bao, Director Chen Bao of the Religious Culture Research Center and the School of Education, this year's course planning is still carried out in a variety of teaching methods such as topical lectures and discussions, different types of schools entering schools, class observations, and local cultural and environmental visits based on 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. Overall, the Institute's annual migration research teaching at Lanzhou University in China will meet the following five projects:
(I) Understand the concept and implementation of multi-ethnic education in China's society
(II) Understand the concepts and implementation of multicultural education policies in Gansu.
(III) Understand the differences between Taiwan and Mainland China’s multicultural education policies and practical methods.
(IV) Reflect on the current situation of Taiwan’s multicultural education and gain the ability to plan multicultural courses in different social contexts.
(V) Understand the relationship between different people's customs and education through field visits and expand new educational vision.
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.
4. 方永泉 譯（2003）。Paulo Freire原著 受壓迫者教育學。台北市：
巨流。
5. 王雅玄（2009）。〈多元文化教師圖像之批判反思—以原住民教師的情境 定義為例〉。《教育科學研究期刊》。54(2)，1-27。
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.
4. Fang Yongquan Translation (2003). Paulo Freire Original Education for the Pressurized. Taipei City:
Huge flow.
5. Wang Yaxuan (2009). 〈Critical reflection on images of multicultural teachers—taking the context definition of Aboriginal teachers as an example〉. Journal of Educational Science Research. 54(2), 1-27.
| 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 |
20 | |
| 參與討論參與討論 Participate in discussion |
15 | |
| 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 | 移地研究成果手冊編輯與印製：各分組人員請推舉組長一人，進行工作分配，並在移地研究各個階段進行研習心得手冊的資料紀錄蒐集，以利返台後進行2018移地研究成果手冊編輯；2018移地研究成果手冊應於開學前編輯並印製完成，編輯成果列入期末成績評定。 |
