| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系在職進修碩士班 === 97 === Abstract
This study focuses on the development and practice of the multicultural school-based curriculum, and is illustrated with a case study of a private girls’ high school in Taipei. The researcher starts with the literature review and the collection of the related materials. Next, the literature is organized, analyzed and then the objective of the study is set, including the current situation of the development of the multicultural school-based curriculum on the target school, and its influences, problems and the pragmatic approach. Finally, feasible advice is given based on the data analysis and the result provides the reference to the development of the multicultural school-based curriculum for the target school.
To achieve the research objective, a qualitative case study of an action research is employed. The method for material collection is by means of interviews and data analyses. The conclusion of this research has been made as following:
1. The practice of the Multicultural School-Based Curriculum relies on the cooperation of the whole school members, who share an understanding of holistic education, trust and service.
2. The practice of the Multicultural School-Based Curriculum carries out the ideal of education equality.
3. The practice of the Multicultural School-Based Curriculum promotes learners’ competence of self-confidence, academic competitiveness and world citizenship literacy.
4. The predicament of the Multicultural School-Based Curriculum comes from teachers’ senses of frustration.
5. The predicament of the Multicultural School-Based Curriculum results from the incompetence of administrators’ profession.
6. The predicament of the Multicultural School-Based Curriculum gives rise to the insufficient conversation between different fields.
7. Meritocracy leads to the predicament of the Multicultural School-Based Curriculum.
8. The alternative to the practice of the Multicultural School-Based Curriculum is based on the encouragement for teachers to participate actively in action research.
9. The alternative to the practice of the Multicultural School-Based Curriculum must be rooted in the construction of outstanding leadership.
10. The alternative to the practice of the Multicultural School-Based Curriculum is on the basis of teachers’ faith in multi-ethical value, profession passion and self-reflection.
11. The development of an inspiring curriculum contributes to the practice of the Multicultural School-Based Curriculum.
12. A mutual audience system between students and parents is essential to the practice of the Multicultural School-Based Curriculum.
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