| Summary: | 碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 105 === This study is to establish the educational indicators of ethnic relations education in elementary schools. With probing the results by the different indicators of the teachers in urban and remote schools to make suggestions based on the outcome data.
According to document research and the literature review, the initially educational index system of elementary school ethnic group is established. Moreover, three scholars who studying on ethnic relations education research and six teachers who teaching learning areas of social studies in elementary schools are invited to get the consensus with the two rounds of Delphi technique. The consensus of the invited scholars and teachers is indicated that into five aspects. The five aspects including "ethnic self-concept", "ethnic interaction", "ethnic and environmental interaction", "legislation and policy" and " ability of usung technology", and the five aspects can be divided to 25 indicators.
In the study, we use the "Analytic Hierarchy Process" (AHP) to analysis the views of the five teachers in the general schools and the remote schools on the educational index system of the ethnic relations, and integrate the relative weight of the educational index system in the elementary school. The results show that the ethnic self-concept is the most important category in ethnic relations education, which ranked the first in five aspects, and the “self-concept of your own” which is one indicator of ethnic self-concept is the most important subject for contemporary students. Moreover, the legislation and policy is much important for the teachers in the remote schools, and the teachers in two groups are less cared about ability of using technology.
Finally, According to the research results, the study can respectively provide suggestions for policy makers, teachers and other people who interesting in the issue. For example, the policy makers can take the indicators of the research as guidelines to evaluate the profit of the consequences, and the teachers can design with interdisciplinary integration to carry out the ideal of ethnic relations education and make it better.
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