因應台灣人口組成日趨多元，多元文化教育已成為校園中不能忽視的一項課題。為因應教育趨勢，教育部於2017年正式頒佈「幼兒園教保活動課程大綱」，立基於「仁」的教育觀，並「強調本土認同與傳統文化價值，在此全球化的趨勢下，學習認識自然，參與社會，了解文化，接納多元已然成為教育的重要目標。」本研究旨在探討「幼兒園教保活動課程大綱」中多元文化形成的歷史脈絡與意義，並分析課綱中有關多元文化之指標與內容，以理解其對於多元文化所持的觀點及其意涵，並就前述在幼兒園課程活動實施時，對於老師角色之期待與可能型塑的價值與相關問題加以探討。本研究彙整前述之意涵討論與分析，並提出實施教學建議，以利於在課程活動中落實多元文化之精神。

In response to the increasing diversity of Taiwan’s population, multicultural education has become an issue that cannot be ignored in school. The Ministry of Education formally promulgated the "ECEC" in 2017, based on the "benevolence" concept, the major goals is "emphasizing local identity and traditional cultural values, learning science, participating in society, understanding culture, and respect diversity by globalization”. This study aims to explore the historical context and significance of the formation of multiculturalism in the "ECEC", and acquire the multicultural perspectives by analyzing the indicators and content. An extensive discussion of teachers plays as a practitioner in multicultural activities.