國民中小學之多元文化課程設計模式

Multi-cultural Curriculum Design Models for Primary and Junior High Schools

國民中小學新修訂的課程標準，基於「立足台灣、胸懷大陸、放眼天下」之理念，其最大的特色在於落實鄉土教育。惟鄉土教育易陷於政治意識型態的爭議，故本文擬從多元文化教育的觀點，來探討多元文化課程設計模式對國民中小學鄉土教育課程之適用性。本文首先澄清多元文化教育的概念，其次闡述多元文化的教育目標，然後討論多元文化課程設計的理論模式及實務，最後則作一總結。本文主張採取多元文化課程設計的轉化及社會行動模式，揚棄目前採用的貢獻及添加模式，如此才能以多文化教育作為課程設計的核心，取代國民中小學偏狹的鄉土教育科目，確立多元文化教育是針對所有學生，而且是融入所有的學校課程及活動之中。

Newly revised National Curriculum Syllabuses for primary and junior high schools in Taiwan are based upon the political platform which balances the views of different ethnic groups within Taiwan and ideological positions between China and Taiwan. The syllabuses are characterized by the rubric of “Heimat (Indigenous) Education” under the slogan of “Feet on Taiwan， Reminiscence of Mainland China and Eyes on the World’ in order to realize Weltanschauung education through fortifying the foothold in Taiwan and embracing China. However， Heimat education is tended to entail controversies of political ideologies. This paper aims to employ multi-cultural perspectives to explore their implications to curriculum design models for Heimat education.Firstly， this paper clarifies related concepts and goals of multi-cultural education， then discuses theoretical and practical curriculum design models for multi-cultural education and finally concludes with some recommendations for practitioners.This paper reaffirms transformational and social action models rather than existing contributions and additive ones. Multi-cultural education can not simply added on， injected into a course of study， nothing like a conglomeration of some distinct subjects， but also as a part of the ethos and atmosphere of the classroom and school and must inform the attitudes of the teachers and pupils. A more closely defined subject approach as Heimat education subjects take is vulnerable to the charges of political preferences and biases. Multi-cultural education is “education for all’， which permeates the entire school curriculum.