全球化時代下教保員面對文化多樣性的幼兒，班級經營更具挑戰，但是文化回應班級經營課程及其成效的研究量能偏低。本文探究以故事建構文化回應幼兒班級經營課程的內涵、成果、回饋與教學省思，及課程對提升文化回應式班級經營自我效能感的成效。研究者使用混合研究法，蒐集分析：訪談資料、小組檔案、個人作品、課程文件、測驗成績、學生自評問卷及課程評量的結果。研究發現：學生課後能了解幼兒班級的文化多樣性，掌握文化回應的班級經營原則，並正向回應幼兒的文化差異，反思教師的角色。而且學生的文化回應式幼兒班級經營自我效能感有顯著提升，對本課程設計和教學互動給予正向回饋。研究者省思並建議文化回應課程應由師生共同建構，重視學生同儕共構的學習經驗，強化積極主動取向的教師角色，將更有效達成文化回應課程的目標。

In the era of globalization, early childhood educators face greater challenges in classroom management due to increasing cultural diversity among young children. However, research on culturally responsive curricula in higher education remains underdeveloped. This study explores the content, outcomes, feedback, and reflections of a story-based curriculum designed to cultivate culturally responsive classroom management for early childhood settings, as well as its effectiveness in enhancing students’ self-efficacy in this domain. Adopting a mixedmethods approach, this study collected and analyzed data from interviews, group portfolios, student artifacts, course documents, test scores, selfassessment questionnaires, and course evaluations. The findings indicate that the course helped students understand cultural diversity in early childhood settings, master principles of culturally responsive classroom management, respond positively to children’s cultural differences, and reflect on the teacher’s role. Moreover, students’ self-efficacy in culturally responsive early childhood classroom management improved significantly, and they provided positive feedback on the course design and instructional interactions. Based on these findings, the researchers reflect on and recommend that culturally responsive curricula should be co-constructed by both teachers and students, with attention given to peer co-construction of learning experiences. Strengthening a proactive orientation in the teacher’s role is suggested as a means of more effectively achieving the goals of culturally responsive curricula.

幼兒班級經營、自我效能感、文化回應教學、故事

early childhood classroom management, self-efficacy, culturally responsive teaching, storytelling