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篇名 文化回應教學的實踐與省思:原住民學童圖文讀寫課程的教與學
並列篇名 Practice of and Reflection on Culturally Responsive Teaching: Picture-Based Writing Class for Aboriginal Students
作者 李雪菱 、范德鑫
中文摘要 本研究企圖透過行動研究探究文化回應教學如何應用在原住民學童圖文讀寫課程,結果發現,原住民學童必須跨越的是包含族群、地域與家庭文化等多重差異的藩籬。重視學童的主體性、肯定其學習能力、珍視學生的學習風格,並融入學童的社區文化、多元家庭經驗於課程中,有助於教師從文化差異的角度來理解原住民學童的學習處境與文化條件,進而發展出更樂觀的、更積極的讀寫教學策略來指導多元文化學生。本文最後提出原住民學童的三種學習風格及個別學習風格的差異特色,希望有助於教師敏覺並省思因應學童文化差異之道,以開展適合自己學生的文化回應教學。
英文摘要 The present study intends to explore the use of culturally responsive teaching in picturebased writing class for aboriginal students. The findings show that aboriginal students have to overcome obstacles caused by the differences in ethnic backgrounds, regions, and family cultures. Teachers should consider students as the principal part, value their learning ability, appreciate their learning style, and blend the students’ community culture and multicultural family experience into the class. In this way, the teachers will have clearer sight of the cultural differences, and therefore gain a deeper understanding of the cultural conditions that affect aboriginal students’ study. This will lead to a more positive strategy for teaching reading and writing to multi-cultural students. The study also puts forth the three learning styles of aboriginal students and summarizes the characteristics of each style. This will help teachers find a better way to deal with the cultural differences among students, and develop a culturally responsive teaching solution that suits their own students.
頁次 093-108
關鍵詞 文化回應教學 行動研究 圖文讀寫 學習風格 culturally responsive teaching action research picture-based writing learning style
卷期 231
日期 201307
刊名 教育研究月刊
出版單位 高等教育文化事業有限公司