Procedures and Limitations of Multicultural Curriculum Conducted in the Elementary School:A Case Study of Ankeng Elementary School in New Taipei City

• Main Authors: Chang-Shu Liu, 劉昌樹
• Other Authors: Leong-Sze Lee
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/83189291424793368138

碩士 === 國立暨南國際大學 === 東南亞研究所 === 101 === Abstract Recently, due to the change of social economic environment as well as the population structure and the growth of amount regarding newly immigrated residents’ children in school age, it seems that we have more and more opportunities to meet face-to-face with multiculture in the campus. The importance of multicultural education became increasingly significant ever since Taiwan has become a multicultural society. How do our teachers conduct the multicultural education in elementary schools? How is the related curriculum being carried out? And how do the school administrators implement and assist in putting the multicultural education into effect has already become an important issue worth being concerned about. Qualitative analysis has been adopted in this research through the deeply interview methodology. The homeroom teachers and the school administrators would take the half structured interview separately, and auxiliary classroom observation method has been adopted during the process. From the perspective of pragmatism, to analyze the experience of homeroom teachers conducting the southeast cultural education and school administrators impelling the measures of subculture programs as well as the assistances in teaching. The quest for significance and limitation refer to the southeast culture education, also the practical methods for school administrators to drive the southeast Asia multicultural policy would be the main issues of this research. The findings are as follows: (1) Teachers’ multicultural education cognition have reached the general level overall. (2) Teachers always look after the newly immigrated children from the multicultural and developmental angle with unconditional love. (3) Teachers conduct the multicultural education curriculum through the attached behavior pattern, contribution pattern and integration pattern primarily. (4) Multicultural educational seminars strengthen the general capacity of teachers’ multicultural educational cognition, but the effect is still distant from the ideal fulfillment. (5) The difficulties teachers might encounter are: time、curriculum、culture、teaching、parents、school、new immigrants organization and policy…etc, in the process of implementing multicultural educational curriculum. Finally, according to the result of this research, proposals have been made for the administrative units in the government, the school, the teachers and the following researchers for their reference. Keywords：multicultural education；newly immigrated children