| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系 === 107 === The purpose of this study is to develop a multicultural issue suitable for seventh-grade students into the civic curriculum, with class and new immigration topics as the theme of the course, and to use the case method to use the real cases in life as the teaching content to lead students to explore Multicultural issues are expected to foster respect for and appreciation of diverse cultures by providing students with a different perspective on the world. The study was conducted in a junior high school in Taipei City. The study participants were 35 seventh-grade students of the school. The researcher was concurrently the teacher of the curriculum. Lesson effectiveness was evaluated through observations, document analyses, interviews, as well as feedback and recommendations from other teachers.
Based on the research results, this study proposes the following conclusions:
1. It is feasible and appropriate to evolve multicultural issues into the seventh-grade citizenship curriculum with the Case Method.
2. Using case as a teaching material and combining with the teaching theme can help deepen the learner's learning experience.
3. Implementing multicultural issues into the curriculum helps to develop students’ care and acceptance of weaknesses and to reduce their prejudice.
4. Some students may tend to give "politically correct" responses which makes teachers hard to assess the learning effectiveness accurately.
5. Students’ learning effectiveness of incorporating multicultural issues into the citizenship curriculum is easy to be diluted by the power outside of the classroom.
Finally, based on the conclusions, the following suggestions are made for teacher teaching and follow-up research:
1. Multicultural education should strengthen the cultivation of affective goals to inculcate students' respect and empathy for cultural differences.
2. Teachers can implement Case Method in teaching four to five times in one semester, which can effectively link the learner's life experience and deepen learning.
3. In addition to accounting for the preferences of students, teachers should also consider the quality and consistency of the learning objectives in the selection and design of the cases used.
4. Teachers can seek partner teachers to develop interdisciplinary and cross-disciplinary literacy-oriented curriculum design.
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