我國學校多元文化教育評量工具發展與內涵之初探

A Preliminary Study of Multicultural Education Instrumentation in Schools in Taiwan-A Review and Prospect

臺灣乃移民社會，原屬多族群地區，加以政治的肯認、全球化現象的推波助瀾，多元文化已成為臺灣社會生活的事實。校園是反映社會現象與發揮社會改革功能的場域，面對此種社會現象的實際，學校應如何因應或進行改革，以成為有效實踐多元文化的教育場所，值得反思及努力。鑑於目前國內徒有多元文化教育之名，卻未有建置整體性的學校多元文化教育環境之實，且缺乏可供參考之具體評量工具可協助學校落實多元文化教育，因此本研究欲聚焦於相關評量工具發展現況及內涵之初步研究。本研究採用之多元文化教育取向與理論基礎，係以 Sleeter& Grant 於2007年提出的五種多元文化教育取向為本，藉由國內相關文獻的分析，了解我國目前多元文化教育發展現況與困境，並參照國外相關研究的結果，提出未來建構我國學校多元文化教育評量工具之內涵與建議，俾未來建構整體的學校多元文化教育之參考。本研究結果，初步歸納出學校多元文化教育的評量內涵為兩個核心向度及六個次向度。

Taiwan is a society formed by immigrants and indigenous multiethnic communities. With the impacts of globalization and political recognition, Taiwan has become a truly multicultural society. As educational institutes are the places to reflect social practice and reforms, we need to think about the role that our schools play to reflect our multicultural society. Although schools in Taiwan are supposed to implement multicultural education, in reality there is a lack of holistic multicultural education environment and instrumentation to support them. This study is focused on these two issues. This study is based on the five models published by Sleeter, C.E. & Grant, C.A. in 2007. Relevant Taiwanese literature is used for the analysis of the current development and difficulties in practicing multicultural education in schools in Taiwan. Overseas study results and publications are used as reference to make recommendations for a future multicultural education instrumentation which can be used in schools in Taiwan. The preliminary results of this study concluded two core dimensions and six sub-dimensions for the multicultural education instrumentation.