幼兒教育的多元文化圖像──中港澳臺學前課綱文本論述比較

Multicultural Images in Early Childhood Education: A Comparison and Discourse Analysis of Preschool Curriculum Guidelines in China, Hong Kong, Macao, and Taiwan

本文為探究中港澳臺幼兒教育之多元文化圖像，透過課綱的文本與論述分析，理解其與社會脈絡之連結，且輔以批判視角，嘗試探究課綱中可見與不可見，與4地多元文化教育發展的各自論述。本文分析的文本為中國、香港、澳門與臺灣4地由官方正式公布，且目前使用中的學前課綱。研究結果發現，整體圖像共通性部分，呼應全球化的多元文化教育精神，宣稱不因各種文化背景產生學習偏見與落差的均等追求；其次，在社會領域呈現與多元文化相關的具體目標，豐富幼兒多元文化經驗，同時強調幼兒的自我認同；最後搭配統整與結合生活經驗的教學方法來實踐多元文化教育。在個別圖像獨特性部分，中國側重國族文化與國家團結之認同；香港強調多元族群背景共融的需求與具體作法；澳門凸顯在地與中國連結的文化論述；臺灣重視多元文化各類議題與性別平等意識。

To explore the multicultural images of early childhood education in China, Hong Kong, Macao, and Taiwan, this study explored the association of multicultural education with the social context through text analysis and discourse analysis of curriculum guidelines, supplemented by critical perspectives. Moreover, the visible and invisible curriculum and the respective expositions of the development of multicultural education from four regions were explored. The texts analyzed in this study were official preschool curriculum guidelines that are currently used in four regions. The study results revealed that the common portions of the whole images echo the spirit of global multicultural education, manifesting the pursuit of equalization without learning biases and gaps due to various cultural backgrounds. Second, the images present specific goals related to multicultural education in the social learning area, enriching children's multicultural experience and self-identity. Finally, the teaching methods used integrate and combine real-life experiences to practice multicultural education. Through the uniqueness of individual images, China focuses on national culture and national unity, Hong Kong emphasizes the needs and specific practices of the integration of ethnic diversity, Macau depicts the local identity and its connection with China, and Taiwan highlights various multicultural issues and gender equality.