幼教人員對多元文化教學實踐之思考

The Consideration of Early Childhood Educators on the Praxis of Multicultural Pedagogy

尌台灣幼教場域教學活動觀之，多元文化教學實踐可協助幼兒認知不同文化的差異事實；藉由多元文化的比較與省思行動之融入作為，建構幼兒主體性的文化素養。本研究運用理論分析與訪談方法探討幼教人員對多元文化教學實踐的想法，描繪幼教人員對文化與多元文化的教學思考、多元文化融入幼兒學習活動的教學應用，以及幼教專業意識在幼兒多元文化教學實踐之彰顯和省思。研究結果顯示受訪幼教人員認同多元文化教學實踐在幼兒文化素養啟蒙與行動之影響，此教學實務一方面協助幼兒尊重不同文化的差異性，開啟與建構幼兒主體性的文化認同和發聲實踐；另一方面，彰顯師生在幼兒多元文化教學場域的人性化發展和賦權意識。最後，研究者針對研究結果進行討論並提出結論。

With the view of the early childhood educational field in Taiwan, multicultural teaching practices could help young children consider the different cultural facts, and construct the cultural literacy of young children's subjectivity by the integrative practices of multicultural comparative and reflective actions. Combining with theoretical analysis and interviews, this study explored the early childhood educators' cognitions about the multicultural pedagogical praxis, mapping their pedagogical consideration of cultural and multicultural education, the pedagogical applications integrated into multicultural education, and the revealing and presenting of their educational professional innovation in the early childhood educational multicultural pedagogy. The results showed that the respondents could agree the influences of young children's multicultural literacy and agency. This pedagogical praxis could help young children respect cultures' differences, constructing their cultural identity and voicing practice, and reveal the teachers' and young children's awareness of human development and empowerment in early childhood educational field. Finally, the researcher discussed the results and proposed the conclusions.