國民小學教師多元文化素養內涵與實踐

The Connotation and Implementation of Multicultural Competencies of Primary School Teacher

本文旨在探討國民小學教師多元文化素養內涵，以及如何實踐於教學中。依序針對多元文化素養、多元文化教育，以及多元文化教育的實施進行討論。本文建構之國小教師多元文化素養架構包括自發覺察、互重包容、實踐批判與自省反思等四個層面，各層面則包含引領融入、沉浸對話與深化整合階段。最後，再依據多元文化素養的內涵，研提教師在八大領域教學上可以有效落實多元文化教育之方向。

The purpose of this study is to explore the connotation of primary school teachers’ multicultural competencies, and how to implement in the teaching. The literature of this study discussed the multicultural competencies, the theoretical level of multicultural education, the implementation of teachers’ multicultural education. There were four levels of the multicultural competencies of primary school teacher: spontaneous awareness, mutual tolerance, practical critique, and self-reflexiveness. Each levels included three-phase: leading integration, immersion dialogue and deepening integration. According the connotation of multicultural competencies, this study provided teachers with the direction of effective implementation of multicultural education in teaching of eight major domains.