Practice of and Reflection on Culturally Responsive Teaching: Picture-Based Writing Class for Aboriginal Students
The present study intends to explore the use of culturally responsive teaching in picturebased writing class for aboriginal students. The findings show that aboriginal students have to overcome obstacles caused by the differences in ethnic backgrounds, regions, and family cultures. Teachers should consider students as the principal part, value their learning ability, appreciate their learning style, and blend the students’ community culture and multicultural family experience into the class. In this way, the teachers will have clearer sight of the cultural differences, and therefore gain a deeper understanding of the cultural conditions that affect aboriginal students’ study. This will lead to a more positive strategy for teaching reading and writing to multi-cultural students. The study also puts forth the three learning styles of aboriginal students and summarizes the characteristics of each style. This will help teachers find a better way to deal with the cultural differences among students, and develop a culturally responsive teaching solution that suits their own students.
|關鍵詞||文化回應教學、行動研究、圖文讀寫、學習風格、culturally responsive teaching、action research、picture-based writing、learning style|