融入越南文化之反偏見課程行動研究：教學歷程與幼兒族群關係發展

An Action Research on a Vietnamese Culturally-Integrated Anti-Bias Curriculum: The Development of the Curriculum and the Kindergarteners' Ethnic Group Relations

10.6384/CIQ.202007_23(3).0005

張曉婷(Hsiao-Ting Chang)；辛靜婷(Ching-Ting Hsin)

文化融入 ； 族群關係 ； 新住民子女 ； 越南 ； 知識基金 ； culturally integrated ； ethnic group relations ； new-immigrant children ； Vietnam ； funds of knowledge

課程與教學

23卷3期（2020 / 07 / 01）

109 - 140

繁體中文

本行動研究呈現融入越南文化反偏見課程之教學歷程，及探討幼兒族群關係之發展。第一作者在南部一所國小附幼任教並邀請協同教師、30位幼兒及家長參與研究，蒐集及分析訪談、觀察、專家會議、省思札記等資料。行動初期教師文化知能不足與幼兒族群關係薄弱，因應策略為諮詢多元意見、設計由淺入深活動、及運用社區越南資源。中期少數幼兒對越南族群具負向態度，解決方法為引導幼兒對差異正向表達、利用戲劇和繪本深化對偏見的理解與提出反偏見策略。後期幼兒誤解越南文化，因應策略為探訪新住民家庭知識基金、扮演越南小吃店情境、及比較臺越文化。幼兒族群態度由多數正向表淺轉為全數正向親近；族群認知從缺乏轉為豐富；新住民之子族群認同，一位從表淺到豐富、從怯於表達到主動有歸屬感，一位從冷淡到親近、從缺乏動機到被動分享，但仍以主流文化優先。

The purpose of this research is to explore the development of a curriculum in which Vietnamese culture was integrated. It also investigated the possible changes in ethnic group relations of the kindergarteners after implementing the curriculum. The first author is the teacher of a kindergarten, affiliated to an elementary school in southern Taiwan. She invited the co-teacher, her 30 children, and their parents to participate in this study. The research tools include interviews, observations, expert meeting notes, and reflective journals, with all data finally gathered and analyzed. At beginning, as the research has little knowledge about Vietnam culture and the children had a weak ethnic relation with the Vietnamese new-immigrant families, she consulted various people who are familiar with the target culture, designed activities from easy to in-depth, and used Vietnamese resources in the community. Then, as some children had negative attitudes toward Vietnamese culture, the researcher guided them to behave properly during facing different cultures. She also used plays and stories to help them understand several bias, incorporated with some anti-bias strategies at the same time. Finally, if children misunderstood anything about Vietnamese culture, the teacher would explore the funds of knowledge offered by the new-immigrant families, guide them to role play in the context of a Vietnamese restaurant, and do some cross-cultural comparisons. Gradually, the children's attitudes toward the Vietnamese and its related culture changed from ＂mostly superficially positive＂ to ＂entirely sincerely positive.＂ The children's knowledge of Vietnamese culture also changed from ＂deficient＂ to ＂rich and detailed.＂ Regarding the ethnic identity of children of Vietnamese new-immigrant, a student, among all, changed from ＂shy to express＂ to ＂positive with a sense of belongingness＂; while another one changed from ＂lacking motivation＂ to ＂sharing Vietnamese culture if he has been asked, though he remains his identity mainly in the mainstream culture.＂

1. 吳雅玲(2009)。以社會階級為主題之幼兒多元文化課程方案發展。課程與教學季刊，12(2)，47-76。
   連結：
2. 夏曉鵑(2001)。外籍新娘現象之媒體建構。臺灣社會研究季刊，43，153-196。
   連結：
3. 徐榮崇,徐瑞霙(2007)。從跨國主義談臺灣外籍新娘及第二代的鄉土認同一以蘆洲市某國小為例。課程與教學季刊，10(1)，43-63。
   連結：
4. 黃文定(2008)。文化差異與文化認同：以兩所阿美族學校學生的語言認同建構為例。課程與教學季刊，11(4)，51-73。
   連結：
5. 顏佩如,林冠吟,詹正傑(2010)。國小新住民子女鄉土語言教學之合作行動研究。教育理論與實踐學刊，21，211-251。
   連結：
6. Banks, J. A.(2016).Cultural diversity and education: Foundations, curriculum, and teaching.New York, NY:Routledge.
7. Berry, J. W.(2007).Acculturation strategies and adaptation.Immigrant families in contemporary society,New York, NY:
8. Creswell, J. W.(2007).Qualitative inquiry and research design: Choosing among five approaches.Thousand Oaks, CA:Sage.
9. Derman-Sparks, L.,Edwards, J. O.,Goins, C. M.(2020).Anti-bias education for young children and ourselves.Washington, DC:National Association for the Education of Young Children.
10. Derman-Sparks, L.,The A. B. C. Task Force(1989).Anti-bias curriculum: Tools for empowering young children.Washington, DC:National Association for the Education of Young Children.
11. Hsin, C.-T.(2017).Young children’s learning of literacies in transnational and sociocultural contexts in families with immigrant mothers in Taiwan.Australasian Journal of Early Childhood,42(1),33-40.
12. Lam, W. S. E.,Warriner, D. S.(2012).Transnationalism and literacy: Investigating the mobility of people, languages, texts, and practices in contexts of migration.Reading Research Quarterly,47(2),191-215.
13. Lee, S. J.(2005).Up against whiteness: Race, school and immigrant youth.New York, NY:Teachers College Press.
14. McNiff, J.,Whitehead, J.(2010).You and your action research project.Abingdon, UK:Routledge.
15. Moll, L. C.,Amanti, C.,Neff, D.,Gonzalez, N.(1992).Funds of knowledge for teaching: Using a qualitative approach to connect home and classrooms.Theory into Practice,31(2),132-141.
16. Moll, L. C.,Gonzalez, N.(1994).Lessons from research with language-minority children.Journal of Reading Behavior,26(4),439-456.
17. Nesdale, D.(2000).Developmental changes in children’s ethnic preferences and social cognitions.Journal of Applied Developmental Psychology,20(4),501-519.
18. Phinney, J. S.(1992).The multigroup ethnic identity measure: A new scale for the use with diverse groups.Journal of Adolescent Research,7(2),156-176.
19. Phinney, J. S.,Ong, A. D.(2007).Ethnic identity development in immigrant families.Immigrant families in contemporary society,New York, NY:
20. Ramsey, P. G.(1995).Teaching and learning in a diverse world: Multicultural education for young children.New York, NY:Teachers College Press.
21. Rotheram, M. J.,Phinney, J. S.(1987).Introduction: Definitions and perspectives in the study of children.Children’s ethnic socialization: Pluralism and development,Newbury Park, CA:
22. Sheets, R. H.(1999).Human development and ethnic identity.Racial and ethnic identity in school practices: Aspects of human development,Mahwah, NJ:
23. Zhou, M.,Bankston, C. L.(1998).Growing up American: How Vietnamese children adapt to life in the United States.New York, NY:Russell Sage Foundation.
24. 內政部（2019）。外籍配偶人數與大陸（含港澳）配偶人數按證件分。取自 https://www.immigration.gov.tw/5385/7344/7350/8887/?alias=settledown
25. 王宏仁,郭佩宜(2009)。導論：跨國的臺灣．臺灣的跨國。跨國的臺灣：臺灣的跨國，臺北市:
26. 宋敏慧,胡淑美,郭李宗文(2009)。鹿野鄉立托兒所實施多元文化的教學活動分享。幼兒教育，295，48-63。
27. 周佩諭(2012)。幼稚園多元文化課程實施之探究：以新移民主題為例。教育人力與專業發展，29(2)，41-48。
28. 林彩岫(2007)。新移民子女教育：多元文化教育的討論。新移民子女教育，臺北市:
29. 林開忠(2009)。人流動了，食物呢？一些來自富麗村跨國婚姻家庭的例子。跨國的臺灣：臺灣的跨國，臺北市:
30. 常雅珍(2010)。幼教老師實施多元文化課程與教學之個案研究。立德學報，7(2)，39-60。
31. 張碧如(2007)。從社會階層論探討外籍配偶生活適應及其子女教養問題。教育資料與研究專刊，91-102。
32. 張耀宗(2016)。幼兒多元文化教育的重要性及理論基礎。幼兒多元文化教育，臺中市:
33. 教育部（ 2019 ）。 新住民子女就讀國中小人數分布概況統計 。取自http://stats.moe.gov.tw/files/analysis/son_of_foreign_107.pdf
34. 陳美玲(2000).我們都是一家人.臺北市:親親文化.
35. 陳麗華(1997)。族群意象與族群距離：都市小學班級裡的原／漢族群關係探討。初等教育學刊，6，81-110。
36. 陳麗華,劉美慧(1999)。花蓮阿美族兒童的族群認同發展之研究。花蓮師院學報，9，177-226。
37. 陳麗端,戴文婉(2012).您從哪裡來.桃園縣:桃園縣政府文化局.
38. 馮涵棣,梁綺涵(2008)。越南媽媽．臺灣囡仔：臺越跨國婚姻家庭幼兒社會化之初探。臺灣人類學刊，6(2)，47-88。
39. 劉美慧(2000)。建構文化回應教學模式。花蓮師院學報，11，115-142。
40. 劉美慧,陳亮君,鄭玉春(2010)。新移民文化課程方案之實踐與轉化。教育研究月刊，195，51-63。
41. 蔡清田（編）(2013).社會科學研究方法新論.臺北市:五南.
42. 賴羽青（譯）,Byrne, R.(2014).不可以笑我的朋友.臺北市:格林文化.
43. 賴佳慧(2009).我的小寶貝.臺北市:康軒文教.