為有效地培育本所研究生在多元社會中尊重多元文化，實施適性教學的能力，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2019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高等教育研究院的規劃與協助下，今年課程的規劃仍依歷年模式以專題演講與討論、進入不同類型學校實施入校、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高等教育研究院、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；另一方面經由五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 our graduate students to respect multiculturalism in a diverse society, implement appropriate teaching, and effectively combine life education concepts and plan weak-related teaching activities courses. Understand the ethnic education policies and practices of different societies, expand educational vision and establish cooperative relations with relevant academic units to facilitate long-term cooperative teaching and research. Our institute's 2019 land-based research course "Multi-cultural Education" is still a cooperative organization to relocate teaching with Lanzhou University in Gansu Province, Mainland China. 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 are also the 985 and 211 excellent certificated by the Ministry of Education of China. At the university, with the planning and assistance of Director Chen Fengbai, Director of the Religious Culture Research Center of the school and the Higher Education Institute, the planning of this year's course will still be carried out in a diversified teaching method such as special lectures and discussions, entering different types of schooling to implement school, class observation, and local cultural and environmental visits according to the year model.
This land transfer research will not only strengthen good relations with the higher education institute and the Religious Culture Research Center of the school, but will also invite Northwest Teachers to give lectures on multicultural textbooks and teaching methods, and will make the online resources of our multicultural education more practically accumulate; on the other hand, through five 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.
1. Ball, Arnetha F. (2006). Multicultural strategies for ducation
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.
1. Ball, Arnetha F. (2006). Multicultural strategies for commission
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.
| 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 |
15 | |
| 參與討論參與討論 Participate in discussion |
20 | |
| 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 |
