多元文化的

The author first traces the evolution of the practice and theory of multiculturalism, delineating its course from an assimilationist approach that aimed at the perpetuation, transmission, and promotion of the cultural beliefs of the dominant community to an integrationist approach that aimed for equal opportunity within a culturally diverse and mutually tolerant society to cultural pluralism, which accepts and actively promotes diversity.

多元文化科学教育是在多元文化教育理论的框架里发展起来的一个新的分支研究领域，因而它是科学教育理论和实践的重要组成部分。目前，多元文化科学教育的知识体系还不够完善。从已有的知识体系来看，多元文化科学教育包括人们对少数民族群体特征的认识和对其文化与科学的理解。

Part four is a systematically analyses of the investigations conclusion and interprets the theories of multicultural curriculum discriminatingly in the west, put forward a conception of multicultural curriculum development in Yan Yuan County. It consists of three parts, the one are the modes of multicultural curriculum, the two are design of multicultural curriculum, the other are strategies of multicultural curriculum resources exploration.

第四部分：基于调查结果的系统分析和对西方多元文化课程开发理论的阐释与批判，提出了盐源县多元文化课程开发的构想，由三部分构成：一是多元文化课程的开发模式；二是多元文化课程的设计；三是多元文化课程资源的开发策略。

Then, analyzed unreasonable phenomenon under physical educationcircumstances with gender, skill-level, disability, athlete, ethnos, and sport interest from multicultural perspective. Next, induced the classic deviation models from current physical education teaching phenomenon. Finally, the researcher proposed the way of implementing to achieve multicultural physical education from minority group such as the female, the low-skill, disability, athlete, aboriginal and non-mainstream sport enthusiasts.

首先，从多元文化观点探讨体育教学的内涵与目标；其次，从多元文化观点，以性别、技能水准、残障者、运动员、族群及运动兴趣为分析标的；分析在体育情境中的不合理现象；再次，从现有体育教学的现象归纳的典型偏差模式；最后，从体育情境中弱势族群，如女性、低技能水准者、残障者、运动员、原住民及非主流运动兴趣者的观点，提出达成多元文化体育之实践途径。

In addition to its secondary programs, the Department of Education provides foundation coursework which is valuable to teachers at all levels in such areas as history and philosophy of education, multicultural education, educational psychology, human development, assessment, curriculum, content area reading, instructional computing, and exceptionality.

除了它的中级计画，教育部提供是有价值的对老师在如此的区域中的所有水平如教育的历史和哲学的基础 coursework ，多元文化的教育，教育的心理学，人类的发展，评估，课程，内容区域阅读，指导的计算机和 exceptionality。

Furthermore, the author describes the basic framework of multicultural science education put forward by Derek Hodson, a Canadian science educator.

在分析多元文化科学教育基本理论观点的基础上，作者介绍了加拿大科学教育学者霍德森提出的多元文化科学教育的基本框架，主要阐述了怎样在多元文化环境下进行科学教育的问题，揭示了科学教育的多元文化观。

This paper therefore examines the development of "the folklore Pai-Chang of Peking opera aria in Tainan city" through literature review depth-interview oral history and participant observation The concept frame is culture organism as the vertical axle and elements of a folklore activity as the transverse axle There are several significant findings about the general picture of this subject: During the late period of Japanese colonial era Tainan local people who played Peguan music learned Peking opera aria and tried to bring Peking opera aria into the folklore Pai-Chang which was one kind performance and traditional custom of Peguan music Some people who came from other places and played Peking opera aria had also known or learned "Pai-Chang" with touching Tainan local amateurs "Pai-Chang" used to be performed by amateurs for worship of god or goddess or for seasoning and wedding celebration without rewards Amateurs volunteered to perform "Pai-Chang" only for their duty temples and fraternity of Peking opera aria The majority of the audience is people who perform or like "Pai-Chang" or who live nearby There is a fixed pattern of the performance including the repertoire and the arrangement of the band The main meaning of this performace is to pray God's blessings therefore the procedure of "Ban-Hsian" is the most essential and ahead of Peking opera aria singing With time goes by the number of the amateurs has dropped; yet the demand for the worship ceremony remains; hence some of the amateurs have been trained to become professional performers Besides although the idea and the meaning of "Pai-Chang" remains the pattern of the performance has become simplified and rigid which is because of the performers' number decreasing and market adapting Nowadays the whole ecosystem of the folklore Pai-Chang of Peking opera aria in Tainan city keep changing which is mainly influenced by the transition of the society(such as the time and space of the industrial and commercial society being compressed and most people's pursuing of specialization and utilitarianism etc ) According to the findings in this paper the phenomenon can be regarded as the subject matter both of Peking opera and folklore studies For the studies of the Taiwanese culture however the subject not only enriches the subject matters of the Taiwanese culture(signifies the localization of Peking opera and a new pattern of Taiwanese folklore) but also reflects the characters of diversification integration adaptation and compromise of Taiwanese culture which used to be influenced by different regimes and the historical contexts Facing such a multicultural context this paper thus suggests researchers should show an open-minded attitude toward the complex of the Taiwanese culture studies and then important phenomenon would not be ignored or misunderstood

代表了什麼意义？对於上述疑惑，查既有研究成果，不消没有论述者，具体提即「京调排场」现象的可说没有，基於此，有必要对台南市及其周边之民俗性京调排场，不管是语汇来由或者其现象本身，做一番研究。本研究透过文献、访谈、口述史、参与观察等方法，以文化有机体之纵的发展概念为经，以民俗表演之横切面各主客要素为纬，试图先对此文化现象调查并推论出一概貌：台南市民俗性京调排场的形成，是在京调传入台南，台南本地北管子弟改习或兼习京调后，结合北管音乐文化所固有的排场表演型态及民俗演出传统，融合而成，形成时间至迟在日治晚期。而一些不同时期的外来京调人士(如原本生长於其他地区、后移住台湾的票友，和中国大陆琴师等等)，也曾透过与当地子弟的接触，而习得或知晓「排场」语汇以及本地京调排场习俗者。此项音乐民俗表演在过往多由业余子弟於神诞或民众婚俗做寿时，对其有义务或交陪的庙宇及子弟间做酬酢性的演出，不收报酬；聆赏者多是京调同好与邻近民众，也有少数路过者；演出模式包括节目安排、乐队编制皆有一定；表演意涵上以「扮仙」祈求神明赐福人间最为重要，因此排仙必不可少，且一定先於京调演唱。随著时间推移，京调排场表演活动的各要素都有变动，惟变迁速度不一，大体而言，业余表演者锐减，人们对酬神娱神节目的需求仍在，因此一些过往的业余表演者遂逐渐转型为职业表演者。此外，虽然表演意涵不变，但在职业表演人员少、又要适应市场的情况下，表演模式亦逐渐流於简化、僵化。目前京调排场整体生态仍在转变的过程中，而这种变化应与工商社会时间空间的被压缩、事事追求专业化与尼Q化等因素有关。再者，据此概貌，在结论部分厘清其意义、定位以及其对台湾文化研究之启示。台南市及其周边之民俗性京调排场现象，可视为京剧研究与民俗研究的一环，然而对於台湾文化研究，除了其题材本身标志了京剧的本土化与台湾民俗活动之新类型，进一步扩充整体台湾文化研究的内容外，更重要的是现象背后所反映的台湾文化的多元融合与妥协适应取向。台湾的海岛地理位置与长期被不同文化背景政权所殖民的历史，其文化自然容易随社会环境改变而弹性适应变迁，呈现多元纷呈、多重覆叠的特色，因此展望未来，从事台湾文化研究应秉除单一观点，保持一定程度之开放与客观胸襟，方不忽视或误识更多重要的文化现象。

The study, combined with fieldworks, puts forward three-stage theory and typology of the professional development of multicultural teachers in ethnic areas, i.e., three stages: from multicultural unconscious stage and multicultural awakening stage to multicultural action and critical stage; four types of multicultural teachers:"an insider from the inside","an outsider from the inside","an insider from the outside" and "an outsider from the outside".

本研究提出少数民族地区多元文化教师专业发展分为多元文化无意识、多元文化觉醒、多元文化行动与批判三个阶段；多元文化教师可以分成&来自内部的局内人&、&来自内部的局外人&、&来自外部的局内人&和&来自外部的局外人&四种类型。

Most of the historical information on necromancy is so heavily steeped in the christain religion that such "staples" of the craft like The Black Arts by Richard Cavendish and The Grand Grimoire by AE Waite, the Malleus Maleficarum and anything by Eliphas Levi, while fun reading as a teenager, are no longer a viable nor accurate view of necromancy in today's world where many belief pantheons overlap to create the multi-cultural society we live in. The world is a big, diverse place no longer bounded by the harsh constraints that produced these types of fear-inspired texts.

大部分的历史资料，对necromancy是如此沉重沉浸在基督教宗教说，这样的&主食&的工艺品，如黑色艺术，由Richard卡文迪什和宏伟格利摩尔由美国运通waite ，槌马勒夫卡拉姆，而且什么问题，由eliphas利维，而阅读的乐趣作为一名少年，不再是一个可行的，也没有准确的看法necromancy在今天的世界上，有许多信仰pantheons重叠，创造多元文化的社会，我们住的这个世界是一个很大的，多样化的地方，不再有界，由严苛的限制，制作这些类型的恐惧创作灵感的文本内容一致。

It is concluded in Chapter Eight that: 1 linguistic proficiencies in three languages play a considerable part in code-switching of EFL teachers in trilingual context; the inter-sentential switching outweighs the intra-sentential switching both in frequencies and percentage; discourse-related switching also outweighs participant-related switching in frequencies and percentage; the EFL is maintained longest in EFL classroom and the language maintained second longest depends upon learners" higher proficiency in Chinese or Tibetan. 2 Ethnic identity and educational background is the major causal factor of EFL teachers" Chinese-English switching in trilingual classroom; duration of language contact and relative trilingual proficiencies are the two principal contributors to the English-Tibetan switching; while Tibetan-English switching is mainly driven by EFL teachers" ethnic identity and education background, as well as the duration of language contact; English-Chinese switching is also largely motivated by the duration of trilingual contact; and Chinese-Tibetan switching is determined by trilingual proficiency to a considerable extent. Meanwhile, psychologically, the switching is mainly motivated by a procedure of psychological projection, trilingual system conceptualization and the mentality of trilingual selection. 3 The educational reflections upon this study indicate: firstly, in trilingual context, the teachers" classroom discourse is characterized by the multilingual involvement, flexibility in strategy option as well as the extension and strengthening of the domination of teachers" discourse. Secondly, the discourse movement and code-switching are largely affected by two cultural ecological mechanisms: enculturation and cultural manipulation. Thirdly, the status quo of EFL trilingual teachers are characterized by unbalanced trilingual proficiencies, poor cultural awareness, and little knowledge of trilingual education and trilingual code-switching, therefore, suggestions are advanced in the end to provide them further education. Fourthly, in trilingual context, the EFL curriculum for ethnic minorities is characterized by plurality of aims, complexity of organization and variety of resources. Meanwhile, it is of great necessity to understand the linguistic values of EFL education for ethnic minority learners. To be specific, firstly, we should not only have a deep understanding of the distribution, construction, function as well as communicative effects of the three languages, but also have a comparative study of the three languages and thus provide the standardization and guidance for the trilingual education. In the end, it is advanced that trilingual EFL provision for ethnic minority should pursue to develop learners" multicultural value system in which first language culture and mother language culture take the central position and EFL culture plays a vital role.

3在三语环境下，教师课堂话语具有话语形态多元化、话语选择策略具有灵活性和教师话语权得到延伸和拓展等特征；文化涵化和文化操控是影响三语教师课堂语码转换的两种文化生态机制；参差不齐的三语水平、淡薄的多元文化意识和对三语教学和语码转换缺乏科学认识是我国目前三语师资的主要特点，因此应对三语教师进行职后继续教育；在三语环境下，民族外语课程具有课程目标多元化、课程组织复杂化和课程资源多样化等特点；应对民族外语教育的语言价值进行审视和解读，对三种语言在课堂话语中的分布趋势、结构特征、功能作用和交际效果等问题进行深入研究，加强对三种语言间的对比分析研究，同时对民族外语教育中的三语教学进行规范和指导；在强调民族文化和二语文化在三语文化格局中心地位和外语文化的重要作用的同时，民族地区的外语教育应以构建多元文化价值观为其文化追求。

For the managers who will be the stakeholders of this global competition, the Reims Management School offers an educational approach that focuses on collaboration,multicultural interaction and action-based learning.

面向将是这全球竞争的资金保管者的那些经理，兰斯管理学校提供集中于合作，多元文化的相互作用和基于行动的学习的一种教育方法。

For a big chunk of credit-card losses; the number of filings (and thus charge-off rates) would be rising again, whether

年美国个人破产法的一个改动使得破产登记急速下降，而后引起了信用卡大规模的亏损。

Eph. 4:23 And that you be renewed in the spirit of your mind

弗四23 而在你们心思的灵里得以更新