全球化脈絡下新移民子女教育融入社會領域課程實踐之研究

The Curriculum Praxis of Infusing Social Studies for New Immigrant’s Children on the Trend of Globalization

本文運用文本分析及焦點團體訪談方法，探究全球化脈絡下新移民子女教育的課程主題與內涵，並在兩所多元文化脈絡的小學教學現場，進行轉化取向融入社會領域之課程實踐，以探究其教學考量因素。
本文分析結果：一、以「文化學習」、「族群關係」和「全球公民」建構為全球脈絡下新移民子女課程知識內涵架構；二、提升教師多元文化意識，促進轉化融入式課程設計知能；三、融入在地脈絡經驗和媒體素材的融入式課程設計；四、運用文化回應教學策略，探討多元文化新移民教育議題；五、多元文化教育對象是全體學生，課程設計須緊扣能力指標；六、建置多元文化教學網絡平台，深化教師多元文化知識背景。

The method of textual analysis and focus group interviews were adopted in this study. Meanwhile, according to the effect of analysis and interviews, the researchers would construct the content of transformative infusing curriculum programs for new immigrant’s children on the trend of globalization and choose two elementary schools on the basis of multicultural context to proceed with curriculum praxis.
There were some conclusions in this study：(1) The"culture of learning, ethnic relations and global citizenship will be constructed as the framework content of the curriculum knowledge for new immigrant's children within the global context. (2) Enhance teachers' multicultural awareness to promote the transformation of knowledge and ability of infusing curriculum design. (3) Infusing the context of the experience and media material into curriculum design. (4) Using the teaching strategies of cultural responsive to inquiry multicultural education issues. (5) The multicultural education is for all students and curriculum design should be closely linked to the index of ability. (6) It should build the network platform of multicultural education to deepen teachers’ knowledge of multicultural backgrounds.