跨國婚姻移民教育的核心課題：一個行動研究的省思
Core Issues of Educational Programs for Interethnic-Marriage Immigrants: Reflections on an Action Research Experience
- 關鍵字：
- 跨國婚姻、移民、多元文化教育 / Interethnic marriage、Immigrants、Multicultural education
第四十九輯．第四期 - 2003-12-31
教學方法與學習偏好對電腦輔助自然科學學習成效之影響于富雲
The Learning Effects of Instructional Methods and Learning Preferences in a Computer-Assisted Science Learning EnvironmentFu-Yun Yu
國小教師藝能科教學信念之調查研究--以美勞科教師為例 甄曉蘭、周立勳
A Survey Study of Elementary School Teachers' Beliefs about Teaching ArtHsiao-Lan Chen、 Li-Hsiun Chou
大學教師績效評鑑模型之應用及探討--以一所大學為例陳芃婷、李宗耀、虞孝成、曾國雄
Analysis of the Theoretical Basis and Practical Applicability of a College Teacher's Achievement Evaluation Model: The Case Study of a National University in HsinchuPeng-Ting Chen* Zon-Yau Lee** Hsiao-Cheng Yu*** Gwo-Hashiung Tzeng****
驅動學校組織學習的因素分析魏惠娟、林怡禮、潘慧玲、張明輝、陳嘉彌
Analysis of the Factors that Drive Organizational Learning in SchoolsH. C. P. Wei* Y. L. Jack Lam** H. L. W. Pan*** M. F. D. Chang**** C. M. Marshall Chan*****
新學習文化的塑造與發展：終身學習取向 吳明烈
Creating and Developing a New Learning Culture: Lifelong Learning ApproachMing-Lieh Wu
教師是專業或是觀念簡單性的忠誠執行者？文化再製理論的檢證 姜添輝
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The Reserve Labor Force in Taiwan's School System: An Exploratory Study of Married Female Substitute TeachersBi-Ho Wang* Mei-Hui You**
跨國婚姻移民教育的核心課題：一個行動研究的省思 何青蓉
Core Issues of Educational Programs for Interethnic-Marriage Immigrants: Reflections on an Action Research ExperienceChing-Jung Ho
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- 英文摘要
- 參考文獻
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基於多元文化教育觀點，筆者與輔英科技大學劉美芳講師自2002年8月到12月於高雄新興社區大學開設兩門課：「異國婚姻與文化再體驗：與本地居民共同學習」和「文化之旅：傾聽外籍婦女（新娘）的聲音」，目的在透過學員的對話與互動，促進彼此跨文化的理解，進而增進其多元文化素養。參與的學員有本地婦女十名和跨國婚姻婦女十三名。課程與教學設計係採行動研究法；運用小組討論、角色扮演和繪畫等方法進行；內容包括：社會文化觀察、語言的迷失、原鄉經驗、認識高雄，以及婚姻法律等。本文分析討論這兩門課實踐經驗，從而提出四項跨國婚姻移民教育核心課題：其一為就社會環境脈絡理解移民者的特性與學習需求；其二為破除以跨國婚姻婦女為唯一教育對象；其三為課程與教學須展現出文化的相關性；其四為教育工作者須具備理解並尊重多元與差異的文化素養。
In order to promote cross-cultural understanding and enhance multicultural sensitivi?ties， the author and a lecturer offered two courses—“Traveling across Cultures: Learning with Immigrant Brides” and “Experiencing Cultures and Marriages of Different Countries: Learning with Local People”—in Kaohsiung Hsin-hsing Community University during the second half of 2002. These courses were designed and taught according to an action re?search method. 10 local women and 13 foreign brides enrolled， and group discussion， role- playing， video viewing， and free drawing were used to facilitate participants’ learning. The course contents included: issues regarding the understanding of cultural differences， getting lost in different languages， life experiences in the motherland， exploration of the Kaohsiung community， and interethnic-marriage related rules and regulations. This study analyzed and discussed the author’s teaching experiences in the two courses. Four core issues of any educa?tional program for interethnic-marriage immigrants in Taiwan were raised: First， it is necessary to understand these immigrants’ characteristics and learning needs within the broader social context. Second， the target population for “immigrant education” should not include only immigrants. Third， all curricula and methods of instruc?tion should be cultur?ally relevant. Fourth， educators should have a certain degree of cultural literacy， that is， be able to appreciate and respect cultural diversities and differences.
