| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系 === 98 === Some studies in the sociology of education field indicated that thediscontinuity between working-class culture and school mainstreamculture influenced working-class students’ academic performance. Thisstudy applied culturally responsive teaching to working-class students topromote their involvement in Chinese learning and to expand their viewsof social class. There are three purposes of this study. (1) To understandhow the working-class students change their image of social class. (2) Toinvestigate how the culturally responsive teaching program promotesworking-class students’ involvement in Chinese learning. (3) To explore the process of curriculum development and teaching transformation of the culturally responsive teaching program.
This study designed a culturally responsive teaching program which integrated working-class culture into Chinese and applied diverseteaching strategies. This program included three major themes:culture value, working-class situation and culture experience. The curriculum was implemented in a sixth grade class of an elementary school in Taipei County for twenty teaching hours and focused on fifteen working-class students’ learning performance and experience.
This study shows that culturally responsive teaching program reduces the students’ prejudice to the labor. It also indicates that the program narrows the gap in the achievement of Chinese learning between working-class students and middle class students. The features of this curriculum program include: focusing on the culture experience of working-class students, adopting non-advisory, conflict stories and cases as material, and applying images and activities teaching methods.
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