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。本所之移地研究課程「多元文化教育」，選定與偏遠地區以及實驗學校做為移地教學的合作機構。由於偏遠地區與原鄉具有多元的族群與文化特色，許多中小學，近年來與本校以及本所有良好的互動關係，每學期有該校老師至本所進行碩士進修與學習，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的教師與校長進行演講，將本所在多元文化教育的網絡資源有更扎實地累積；另一方面經由過往師生實地的觀察，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，本所年度的移地研究課程教學將達到下列五項目標：
(一) 瞭解目前多元(族群)教育的理念與實施現況
(二) 瞭解多元文化教育政策的理念與實施現況。
(三) 瞭解台灣不同社會多元文化教育政策與實踐方式的異同。
(四) 反思多元文化教育現況，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 our graduate students to conduct appropriate teaching in a pluralistic society, and to effectively plan courses for disadvantaged care teaching activities based on the concept of life education, have an understanding of ethnic education policies and practices in different societies, expand educational horizons, and communicate with Relevant academic units establish cooperative relationships to facilitate long-term cooperative teaching and research. Our institute's ex-situ research course "Multicultural Education" selects remote areas and experimental schools as partner institutions for ex-situ teaching. Due to the diverse ethnic and cultural characteristics of remote areas and hometowns, many primary and secondary schools have had good interactive relationships with our school and our institute in recent years. Teachers from these schools come to our institute for master's degree training and study every semester. This year's course planning is still Following the model of previous years, the teaching method is carried out through 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 on-site research will not only give lectures with teachers and principals of the school, but also accumulate our multicultural education network resources more solidly; on the other hand, through on-the-spot observations of past teachers and students, as well as with local primary and secondary school teachers Practical dialogue and exchange can achieve effective ex-situ research and teaching results. Overall, our annual ex-situ research course teaching will achieve the following five goals:
(1) Understand the current concept and implementation status of multi-ethnic education
(2) Understand the concept and implementation status of multicultural education policy.
(3) Understand the similarities and differences in multicultural education policies and practices in different societies in Taiwan.
(4) Reflect on the current situation of multicultural education and acquire the ability to plan multicultural courses in different social situations.
(5) Understand the relationship between different folk customs and education through field visits to expand new educational horizons.
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. Translated by Fang Yongquan (2003). Original book by Paulo Freire Pedagogy of the Oppressed. Taipei City:
Giant current.
5. Wang Yaxuan (2009). "Critical Reflection on the Image of Multicultural Teachers—Taking the Contextual 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 Participate in full course implementation |
30 | |
| 熱忱參與分工熱忱參與分工 Enthusiastic participation in division of labor |
20 | |
| 參與討論參與討論 Participate in discussions |
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/written report (including ex-situ research results manual) |
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。 |
