本研究旨在探討研究者所設計之課程方案，即運用多元文化文本“The Help”影片是否能提升學生的多元文化素養。研究採單組前後測實驗設計，並輔以質性資料。前測為43位綜合高中學生在完成“I beg your pardon”課文學習之後，先接受MASQUE測驗及填寫學習單。實驗處理為觀看多元文化文本“The Help”影片，後測則重複前測之施測。研究發現，運用多元文化文本對於學生整體多元文化素養有顯著提升（p < .05）；就「認識」、「關懷」和「行動」等三個向度而言，「關懷」向度達到顯著提升（p < .05）；本課程方案能提升學生對於多元文化的理解；本課程方案能符應我國高中英文課綱中之課程目標與核心能力。依據研究結果，本文最後對於教師應如何設計多元文化課程方案及運用多元文化文本提出建議。

Using one-group pretest-posttest design and company with qualitative data, the researcher aims to fi nd out whether the designed curriculum project, “The Help” multicultural text, would make differences toward the students’ multicultural literacy. The research processes go as follows: after 43 comprehensive high school students finish studying “I beg your pardon”, they answer MASQUE and learning sheet as pretest; the experiment is watching the fi lm “The Help”; the posttest is repeating what pretest did. Based on the experiment, four conclusions have been revealed: first, using “The Help” as multicultural text can improve students’ multicultural literacy in a whole; second, if we exam the result separately in “to know”, “to care”, and “to act”, only the “care” section has shown significant improvement; third, it can help students improve multicultural literacy; fourth, the designed curriculum project can match the core ability which senior high school English curriculum required. Based on the research result, the researcher suggests on how teacher can design multicultural curriculum project and how to use multicultural text to improve multicultural literacy.