Research on Multi-cultural Courses for Improving Students'' Multicultural Literacy- Taking the civic curriculum design in the social learning field of the junior high school as an example

• Main Authors: Yu-Wei Li, 李育維
• Other Authors: Pi-Yun Chan
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/re77b3

碩士 === 樹德科技大學 === 經營管理研究所 === 106 === This study aims to explore the development and implementation of the Citizenship Curriculum in the social field that incorporates a multicultural perspective. The experimental research design was adopted, and four unit theme courses were integrated into the teaching of the 14-week citizenship courses. By employing “Multicultural Literacy of Scale’ scale in the survey, this is to explore whether there are differences in students’ multicultural literacy after the implementation of this experimental programs. In addition, it is also supplemented by qualitative data such as study work sheets, feedback forms and the teacher’s teaching reflections as for cross analysis. By doing so, it is hoped to evaluate the effectiveness of teaching and the appropriateness of multicultural curriculum into the delivery of citizenship education . The research findings of this study are as follows: Ⅰ.Integrating multicultural curriculum into civic teaching can enhance students’ multicultural literacy. Ⅱ.The multicultural curriculum of the study is suitable and applicable for the teaching of civic courses in junior high school. It can also improve the learning outcomes. Ⅲ. The delivery of multicultural curriculum, including its development and implementation, appears to be a precious learning experience for the teacher himself both personally and professionally. Based on the research results, the following recommendations are made for the design and implementation of the multicultural integration curriculum: Ⅰ.It is appropriate adopt the “additional mode” for course design at for junior high school level , taking into account the curriculum guidelines and teaching progress. Ⅱ.Integrate teaching with concepts and timely issues, and discuss related issues to strengthen self-culture from the standpoint of minority groups awareness. Ⅲ. Cooperating with students’ families and ethnic backgrounds when choosing cross cultural issues to effectively improve students’ multicultural awareness. Ⅳ.To enhance students’ multicultural cognition with reading and discussion, and develop their multicultural literacy with the engagement in the cross-cultural activities . Ⅴ.Social media could extend the learning beyond the time and space limitations and further to get instant feedback from the learners. Ⅵ. Reading international news can effectively enhance students’ multicultural and international perspectives . Ⅶ.In addition to the limited teaching hours, it is suggested to enhance students’ multicultural awareness and literacy through school activities and campus events.