本研究目的旨在瞭解大陸女性配偶在參與移民教育課程時所展現的認識方式。研究對象係台北市政府與民間團體所合辦「新移民生活成長營-大陸學員班」，採用深度訪談14 位學員與參與觀察班級上課的方法來蒐集資料。研究結果發現大陸女性配偶在課堂上會出現接受式、協商式、質疑式與逃脫式認識方式，顯示大陸配偶面對主流社會的知識觀點的欲拒還迎，不斷的在權威知識與自我聲音中互動與較量。移民教育的課程對不同世代的大陸女性配偶而言有不同的意義，因而在面對不同課程知識時，會展現不同的認識方式。如同後結構女性主義的認識觀點，認識方式並非穩定的認知架構，即使面對相同的課程知識，它會隨教學者的教學方法與態度而出現變化。最後提出對認識理論與移民教育課程的反思。

The study was designed to develop an understanding of how female
marriage-immigrants from China to “know” in the classroom of Living-development Camp. Participative observing was conducted in program’s class for marriage-immigrant from China by Taipei City Government, and interviews were carried out with 14 female learners from the program.
The results indicate that four different ways of knowing were emerged from the learning process: receiving knowing, negotiating knowing, problematizing knowing,and escaping knowing. These learners showed that they resisted, contested and negotiated with knowledge of instructors all the time. The cohort of female marriage-immigrant from China has an effect on their meanings of taking part in the program, which affect their ways of knowing in different courses. As Poststructural Feminism’s epistemic assumptions, learners’ ways of knowing were not stable frame but
fluid, which were changed by the teaching and attitude of instructors. The dissertation concludes by reflection on the theory of knowing and the immigrant education.