現象學是對人類經驗的探索，其企圖回復到以「人」為本的論述，本文即以新住民文化適應，運用胡賽爾現象學的觀點，加入詮釋現象學的方法，以新住民教材為研究對象，分析新住民的閱讀學習經驗以及其文化適應問題，藉由現象學的分析方法，期能釐出配偶文化適應問題和解決方案，並試圖改善和轉化新住民的教材課程內容，以協助新住民的融入新社會。 本研究設計為進入新住民閱讀新住民教材的閱讀經驗，藉由詮釋現象學方法論來還原經驗現象。透過訪談方法，共訪談五位對象，詮釋閱讀經驗的深層意義，並以主題方式呈現新住民的閱讀經驗及其所賦予的意義。本文的目的在以現象學做為一種實徵資料的分析方法，針對新住民教材，運用胡賽爾現象學存而不論、意向性、描述性觀點以及三個形式結構：部分與整體、同一與多重樣態、顯現與不顯現的混和方式，檢視外籍配偶教材以及閱讀學習經驗。經驗描述為分析對象的現象學方法並非只是從事經驗對象的還原與描述，而是揭露了存在處境的置身結構。 研究結果發現新住民的共同閱讀經驗意義，可依學生、教師及行政層面三個構面：一、新住民學生主體層面：（1）遠嫁來台是解決家中經濟困境（2）語言與文化上落差，造成家庭以及生活適應上的最大困難（3）能夠讀書是因為先生支持，書本的許多在地地名、風俗習慣需要先生解說或陪同前往以加深學習印象。(4）希望能夠從教材與上課中學習到真正需要的居留、身分證、就業、離婚、遣返、繼承、財產、遺產等法律知識，以保護自身與小孩的安全。（5）建立母國的姐妹諮詢與支援系統，以便協助姐妹們快速適應新環境，同時能夠代表受難姐妹與政府機構對話協商，二、教師層面：（1）新住民語言能力尚不足，速度宜視情況放慢，等適應後再加快。（2）由成教班老師的輔導就業，協助面試並與企業主溝通，獲得工作與晉升的機會提高。行政層面：（1）部分課文太多太難，宜簡化成可背誦的韻文，過多的資料可以列為附錄的補充教材，以免造成學習的干擾（2）依情況不同，對新住民教材進行編修，以符實際需求。（3）在新住民教材編修上仍然出現「教育改革文化霸權」現象，仍未脫離「強制性的行政文化模式」。三個層面建構了新住民閱讀經驗歷程中的體驗和感受。 基於上述之研究結果，最後對課程轉化提出修正與建議：（1）期望藉此對新住民的閱讀經驗顯現，提供對新住民主體經驗感受更深層的理解。（2）藉由新住民經歷學習後轉化為知識份子之觀點，透過賦權增能（empowerment）的過程，對教材加以重新省思，並給予批判建議。（3）降低文化宰制，重視母國文化重視。

Phenomenology is the exploration of human experience with the attempts to revert to the discourse of " humanism." This article uses Edmund Husserl's phenomenology points of view and the perspective of hermeneutic phenomenon to discuss the foreign spouses' cultural adaptation in Taiwan. This research purposes contain the discussion on teaching materials for foreign spouses, their reading experiences, and cultural adaption. Applying to phenomenology method, the study tried to identify the cultural adaption problems the foreign spouses have encountered and the possible solutions to those problems. By doing so, the study provides the possibility to improve and transform the curriculum and materials for the foreign spouses to have a better inclusion in the new social contexts. The main purpose of the study is to investigate the foreign spouses' reading experiences toward the learning materials by phenomenological methodology. We interviewed five participants to gather the depth meaning of interpretation and then present the findings in a thematic way. The article utilizes Husserl's phenomenology as an empirical method. The major concepts consist of epoche, intentionality, descriptive perspectives, and three structure forms that include presence and absence, parts and wholes, identity and manifold. experience Description of phenomenological methodology is to reveal the structure of existence context instead of being limited to the reduction and description from the participants. The results found that the foreign spouses' reading experiences can be categorized into students, teachers, and administration three dimensions. With respect to students dimension, the main reason for the foreign spouses to come to Taiwan is to reduce economical problems of theirown families. Language and cultural gaps cause adaption difficulties in family and life. The participants need their husbands' support to understand place names, manners and customs in Taiwan. They are eager to absorb useful knowledge in terms of residence, job, divorce, repatriation, inheritance, and property to protect their children and themselves. Besides, they also need to set up counseling and support system for the females from their motherland. With the system, they can not only assist the newcomers to adapt the environment in a short time, but also represent the suffering sisters to negotiate with the government authorities. As for the teacher dimension, the curriculum design and teaching should consider the foreign spouses' target language ability. Teachers can play the roles of career counselor and help the students prepare interview and communicate with the interviewer to get a better chance of job and promotion. With regard to administration, the authorities should reduce the textbooks into easier and recitable chants. Moreover, the content ought to be modified according to the contextualized factors. Furthermore, the edition of learning materials display the cultural hegemony of educational reform. The phenomenon imply the curriculum and materials do not get rid of the compulsory administrational cultural model. Those three dimensions construct the foreign spouses' reading experiences and feelings. Based on the results, the study provides suggestions for curriculum transformation and modification. First, the study presents the foreign spouses' reading experiences so as to facilitate indepth comprehension toward their subjectivity. Secondly, opinions from the educated foreign spouses offer valuable insights for reexamining the materials, giving critical suggestions, and helping material modification by empowerment process. Thirdly, the curriculum should fulfill the subjectivity of foreign spouse education to reduce cultural domination and emphasis on the cultural of mother Country.