走讀作為跨文化空間教育實踐：以移工議題為核心之通識課程行動研究

Walking Reading as Intercultural Spatial Education Practice: An Action Research of General Education Course Centered on Migrant Worker

臺灣移工人口已逾七十五萬，然而大學教育在回應此一多元文化現實時，仍面臨知識傳遞與生命經驗之間難以銜接的困境。本研究探討「走讀」作為跨文化空間教育實踐，在大學課程中的應用與成效。研究以一門為期十八週、二十八位研究生參與的「人文地理學與空間書寫」課程為場域，採行動研究法，將「定點—連線—構面」空間思維模型轉化為結合實體踏查與課堂反思的走讀教學策略。以桃園後火車站東南亞商圈為走讀場域，引導學生透過身體在場的空間感知（定點）、田野觀察與訪談的跨文化連結（連線），以及多元視角的批判性整合（構面），逐步深化對移工社群的理解。研究資料包含前後測問卷、反思日誌、焦點團體訪談與課程產出。量化結果顯示，學生在遠距聯想能力、探究能力、批判性思考與空間思維等面向均有顯著提升；質性分析呈現學生從刻板印象到同理理解、從單一視角到多維批判的轉變歷程。本研究主張，以空間理論為基礎的走讀教學，能有效將抽象的多元文化概念轉化為具身的地方經驗，深化通識教育的社會實踐意涵，為移民社會中的公民素養培育提供兼具理論深度與實踐溫度的路徑。

With over 750,000 migrant workers residing in Taiwan, university general education faces persistent challenges in bridging knowledge transmission with lived experience when addressing this multicultural reality. This study explores the application and effectiveness of“walking reading”as a practice of intercultural spatial education within a university general education course. Adopting an action research approach, this study was conducted in an 18-week“Humanistic Geography and Writing Training”course with 28 graduate students. The researcher’s“Situate- Connect-Frame”(SCF) spatial thinking model was transformed into a walking reading pedagogical strategy integrating physical fieldwork with classroom reflection. Using the Southeast Asian commercial district near Taoyuan’s rear train station as the walking reading site, the course guided students through embodied spatial perception (Situate), cross-cultural connections via field observation and life story interviews (Connect), and critical integration of multiple perspectives (Frame), progressively deepening their understanding of migrant worker communities. Data were collected through pre-test and post-test questionnaires, reflective journals, focus group interviews, and course assignments. Quantitative results indicated significant improvements in remote association ability, inquiry skills, critical thinking, and spatial thinking. Qualitative analysis revealed a transformative learning trajectory from stereotypical impressions to empathetic understanding, and from singular perspectives to multidimensional critique. This study argues that walking reading pedagogy grounded in spatial theory can effectively transform abstract multicultural concepts into embodied place-based experiences, deepening the social practice dimension of general education and offering a theoretically grounded yet practically accessible pathway for cultivating civic literacy in an immigrant society.