多元文化取向「認識新住民」之課程大綱建構

The Development of Core Curriculum Guidelines for New Immigrants’ Education: A Multicultural Perspective

本研究旨在建構一套適用於幼兒園至終身學習階段的多元文化取向「認識新住民」課程大綱（以下簡稱課程大綱），提供未來發展適切的認識新住民課程教材之依據。本研究主要採德懷術為研究方法，以20位相關的學者專家為對象，進行三回合的問卷調查以凝聚共識，完成建構工作。本研究所建構之課程大綱具有以下屬性：
一、 課程大綱包括4個主題軸、12項主要概念及36條能力指標 。
二、 課程大綱主題軸為：「多元覺知」、「族群關係」、「文化探究」、「社會正義」等4個主題軸。
三、 課程大綱核心概念有：「跨國現象」、「文化多樣性」、「族群價值與貢獻」、「理解與認同」、「尊重接納」、「族群關懷」、「文化價值」、「跨文化學習」、「文化素養」、「偏見與歧視／文化 剝奪」、「公民權」及「正義人權」等12項主要概念。
四、 課程大綱的36條能力指標，以能力進階分為「基礎、中階、高階」等三層級，並參據認知歷程向度及情意向度層次加以檢視，以發展出具有區隔力之進階性指標 。
五、 課程大綱係參照公民行動取向課程模式發展出來的，具有公民行動精神。
六、 課程大綱係參照多元文化課程教學原理發展，符合多元文化精神。

This research aimed to develop curriculum guidelines based on multicultural approach for the course of “new immigrant study” (abbreviated as core curriculum guideline). In developing the curriculum guidelines, three-run Delphi surveys were administrated to 20 experts to achieve consensus. The attributes of the curriculum guidelines were as follows:
Firstly, the curriculum guidelines included four themes, twelve main concepts and thirty-six indicators of ability.
Secondly, the four themes of curriculum guidelines were awareness with multiple perspectives, ethnic relationship, cultural exploration, and social justice.
Thirdly, twelve main concepts of the curriculum guidelines were transnational phenomenon, cultural diversification, value and contribution of ethnic group understanding and identity, respect and accept, care for ethnic group, cultural value, cross-cultural learning, cultural literacy, prejudice and discrimination, civic rights, and justice and human rights.
Fourthly, 36 indicators of the curriculum guidelines were divided into basic, intermediate and advanced levels by capability. The discriminative validity for the three levels of indicators was verified with the Bloom’s Taxonomy of Cognitive Domain and Krathwohl’s Taxonomy of Affective Domain.
Fifthly, the curriculum guidelines contained the spirit of citizen actions.
Sixthly, the curriculum guidelines were in accordance with the essence of multicultural approach.