國中階段新移民課程方案發展之個案研究

A Case Study on the Development of a Multicultural Curriculum about Immigrant Spouses in a Junior High School

本研究設計以「新移民」為主題之多元文化課程，強調轉型與批判取向的反歧視教育，內含四個主題為「社會困境」、「理解欣賞」、「跨越人我」與「社會行動」。本研究於新北市一所國中實施，透過觀察、訪談與文件分析，分析學生的多元文化素養開展情形與課程方案的限制。研究結果發現，運用多元教學策略進行新移民議題教學，從認知思考到理解欣賞，從同情理解到行動實踐，能逐步開展學生的多元文化素養。與此同時，課程方案也存在潛在傷害性，學生探討歧視議題會對新移民同儕產生負面的攻擊性轉移，但若適切轉化，將成為賦權增能的契機。最後，本方案在實踐性上相對較少，建議教師可結合實際生活情境，引導學生具體作出改變。

The purpose of this research is to develop a multicultural curriculum of immigrant spouses to enhance the multicultural literacy of eighth-grade students in New Taipei City of Taiwan. The four themes of this curriculum include social dilemma, understanding and appreciation, border-crossing, and social actions. This study analyzed the development of students' multicultural literacy and the limitations of the curriculum based on observation, interviews, and document analysis. It was found that there has been significant progress in the multicultural literacy of students by adopting teaching strategies that emphasize on the cognitive thinking, empathetic understanding, and social practice of this particular issue. It shouldn’t be overlooked that this curriculum could lead to potential harm to the second generation of immigrants in class, as the discussion of discrimination may trigger negative reactions towards them. Only if teachers can appropriately facilitate the discussion, would the harm be transformed to an opportunity to empower students to have better understanding. The results suggested that the curriculum could be improved with more emphasis on the social practice, and teachers could guide students with real life situations to inspire social change.