複合性認同、全球素養與新多元文化教育   全文下載 更多文章

Hybrid Ethnic-Cultural Identity, Global Competence and New Multicultural Education

本研究以國內族群關係發展及新住民學生文化認同困境為脈絡，首先將檢視國內推動多元文化教育與教師專業發展之現況及問題，進而針對OECD公布《關鍵能力的定義與選擇》、《2030年教育和技能的未來：OECD 2030學習羅盤》以及相關報告等文件，探究有關學習者能動性及人際連結之協同能動性之意涵，據以指出「與他人建立良好關係」、「能與他人合作」、「管理和解決衝突」之「文化際能力」意涵，同時也說明能以「尊重、開放、好奇心」等態度與異質性群體互動之全球素養的重要性。最後，本研究分別從理念建構、課程發展、教師專業、學生學習等不同面向，提出「新多元文化教育」之初步構想，希望能找出回應臺灣族群多元與社會異質化變遷之合宜作法。

This research takes the development of domestic ethnic relations and the cultural identity plights of new immigrant students as the context. Firstly, the author examines the current status and problems of promoting multicultural education and teacher professional development in Taiwan. Secondly, based on the OCED official documents,“The Definition and Selection of Key Competencies/DeSeCo,” “Future of Education and Skills 2030: OECD Learning Compass 2030” and other reports, this research analyzes the implications of learners’ agency and co-agency of interpersonal relationship and then points out the development of intercultural competencies, such as “building a good relationship with others,” “cooperating with others,” “managing and resolving conflicts” and the cultivating of students’ global competence that can interact with heterogeneous groups with “respect, openness, and curiosity.” Finally, this research proposes a preliminary construction of “new multicultural education” from different aspects such as the core idea formation, curriculum development, teacher professional development, and student learning, hoping to find appropriate ways to respond to Taiwan’s ethnic diversity and social change of heterogeneity.