中一新生 - 接納多樣性：增進文化意識和理解

06/05/24 8:00 由 成長因子培訓團隊

中一新生 - 接納多樣性：增進文化意識和理解

從小學到中學的過渡對學生來說是一個關鍵時期，尤其是在擁抱多元、促進文化意識和理解方面。本文旨在探討文化能力、公平和包容在教育背景中的重要性，重點關注初中一年級學生的經驗。它深入探討教育工作者的角色、文化教育環境的影響，以及促進學校文化理解的策略。

教育中的文化能力

文化能力對於教育工作者有效地與多元學生群體接觸是必不可少的。Repo等人（2016年）強調文化能力在畢業護理學生中的重要性，強調需要培養多元文化和文化能力的課程。這與教育背景相一致，在那裡教師在促進初中一年級學生的文化意識和理解方面發揮著關鍵作用。

公平與包容

Brusnahan等人（2023年）討論了關於殘疾、社會身份和文化的交叉自主技能。這強調了教育中公平和社會正義的重要性，特別是在滿足學生不同需求方面。此外，Kalyanpur等人（2000年）強調了多元文化家庭參與特殊教育的公平和倡議期望，強調需要考慮學生及其家庭的文化和社會理想的包容性實踐。

文化教育環境

Shakurova等人（2019年）介紹了文化教育環境對學生社交實踐的影響，揭示了學習環境對學生選擇和行為的影響。這強調了教育機構需要創造包容和具有文化響應性的環境，以支持多元學生群體。

教師的角色

教師在促進文化理解和擁抱多元方面發揮著關鍵作用。Ilari等人（2013年）探討了唱歌與文化理解之間的關係，強調音樂教育在培養文化意識方面的潛力。此外，Billings（2015年）提供了護理教育工作者具有文化和語言反應能力的策略，強調創建包容性的學習環境的重要性。

教育領導和質量

教育領導和教師質量在促進文化意識和理解方面至關重要。Walker和Dimmock（1999年）主張在教育領導研究中採用跨文化方法，強調需要比較的視角來理解不同文化背景下的領導。此外，Kawuryan等人（2021年）強調教師在提高小學和中學教育質量方面的作用，突出教師質量在促進文化理解方面的重要性。

跨文化教育

Salahshour（2020年）對新西蘭在跨文化教育方面的獨特做法提出了批評，強調了需要包容性政策和策略來應對不同社區。這與初中一年級學生在轉換到新的學校環境時面臨的挑戰相一致，其中跨文化倡議和包容性實踐對於培養文化意識和理解至關重要。

全球視野和文化知識

Stebletsova（2021年）討論了通過全球視野對身份、歸屬和教學方法進行重新概念化的重要性，強調全球教育在豐富教育觀點和促進文化知識方面的潛力。這種全球視野對於初中一年級學生來說尤為重要，因為他們在教育過程中將遇到不同的文化風景。

在中學教育中擁抱多元、促進文化意識和理解對於創造包容和支持性的學習環境至關重要。教育工作者在培養文化能力、公平和包容方面發揮著關鍵作用，而教育領導和教師質量在促進文化理解方面起著重要作用。通過擁抱全球視野和採用包容性實踐，教育機構可以有效支持初中一年級學生的過渡，並促進他們的全面發展。

想了解更多中一迎新適應活動

到校或營會服務？


立即與我們的顧問聯絡 -->
立刻聯絡培訓顧問
了解更多培訓課程

參考資料：

  1. Barba, B. and Gendler, P. (2006). Education/community collaborations for undergraduate nursing gerontological clinical experiences. Journal of Professional Nursing, 22(2), 107-111. https://doi.org/10.1016/j.profnurs.2006.01.008
  2. Egodawatte, G., McDougall, D., & Stoilescu, D. (2011). The effects of teacher collaboration in grade 9 applied mathematics. Educational Research for Policy and Practice, 10(3), 189-209. https://doi.org/10.1007/s10671-011-9104-y
  3. Emke, H., Dijkstra, C., Kremers, S., Chinapaw, M., & Altenburg, T. (2023). Is the transition from primary to secondary school a risk factor for energy balance-related behaviours? a systematic review. Public Health Nutrition, 26(9), 1754-1774. https://doi.org/10.1017/s1368980023000812
  4. Ertem, H. (2021). Examination of system of transition to upper-secondary schools from lower-secondary schools in terms of student, class, and school level variables. Problems of Education in the 21st Century, 79(2), 194-206. https://doi.org/10.33225/pec/21.79.194
  5. Jindal-Snape, D. and Foggie, J. (2008). A holistic approach to primary—secondary transitions. Improving Schools, 11(1), 5-18. https://doi.org/10.1177/1365480207086750
  6. Khairuddin, K., Dally, K., & Foggett, J. (2016). Collaboration between general and special education teachers in malaysia. Journal of Research in Special Educational Needs, 16(S1), 909-913. https://doi.org/10.1111/1471-3802.12230
  7. Lester, L. and Cross, D. (2015). The relationship between school climate and mental and emotional wellbeing over the transition from primary to secondary school. Psychology of Well-Being Theory Research and Practice, 5(1). https://doi.org/10.1186/s13612-015-0037-8
  8. Lester, L., Waters, S., & Cross, D. (2013). The relationship between school connectedness and mental health during the transition to secondary school: a path analysis. Australian Journal of Guidance and Counselling, 23(2), 157-171. https://doi.org/10.1017/jgc.2013.20
  9. Makin, C., Hill, V., & Pellicano, L. (2017). The primary-to-secondary school transition for children on the autism spectrum: a multi-informant mixed-methods study. Autism & Developmental Language Impairments, 2, 239694151668483. https://doi.org/10.1177/2396941516684834
  10. Mandy, W., Murin, M., Baykaner, Ö., Staunton, S., Hellriegel, J., Anderson, S., … & Skuse, D. (2015). The transition from primary to secondary school in mainstream education for children with autism spectrum disorder. Autism, 20(1), 5-13. https://doi.org/10.1177/1362361314562616
  11. Meester, F., Dyck, D., Bourdeaudhuij, I., Deforche, B., & Cardon, G. (2014). Changes in physical activity during the transition from primary to secondary school in belgian children: what is the role of the school environment?. BMC Public Health, 14(1). https://doi.org/10.1186/1471-2458-14-261
  12. Moore, G., Anthony, R., Hawkins, J., Godwin, J., Murphy, S., Hewitt, G., … & Melendez‐Torres, G. (2020). Socioeconomic status, mental wellbeing and transition to secondary school: analysis of the school health research network/health behaviour in school‐aged children survey in wales. British Educational Research Journal, 46(5), 1111-1130. https://doi.org/10.1002/berj.3616
  13. Stack, K., Symonds, J., & Kinsella, W. (2020). Student and parent perspectives of the transition from primary to secondary school for students with autism spectrum disorder. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.551574
  14. Strnadová, I. and Cumming, T. (2014). The importance of quality transition processes for students with disabilities across settings: learning from the current situation in new south wales. Australian Journal of Education, 58(3), 318-336. https://doi.org/10.1177/0004944114543603
  15. Vaz, S., Falkmer, M., Ciccarelli, M., Passmore, A., Parsons, R., Black, M., … & Falkmer, T. (2015). Belongingness in early secondary school: key factors that primary and secondary schools need to consider. Plos One, 10(9), e0136053. https://doi.org/10.1371/journal.pone.0136053
  16. Vaz, S., Falkmer, M., Parsons, R., Passmore, A., Parkin, T., & Falkmer, T. (2014). School belongingness and mental health functioning across the primary-secondary transition in a mainstream sample: multi-group cross-lagged analyses. Plos One, 9(6), e99576. https://doi.org/10.1371/journal.pone.0099576
  17. West, P., Sweeting, H., & Young, R. (2008). Transition matters: pupils’ experiences of the primary–secondary school transition in the west of scotland and consequences for well‐being and attainment. Research Papers in Education, 25(1), 21-50. https://doi.org/10.1080/02671520802308677

成長因子培訓團隊

標籤 :
類別 :