本研究以自編的多元文化課程方案，在一個多族群背景的班級實施，欲透過實驗教學的結果，分析師生對此種教學模式的運作課程情形，以作為建構文化回應教學模式之參考。 課程方案以性別與族群議題為主，共十個單元、二十小時的課程。本研究選取實花蓮縣星星國小（化名）六年級的班級實施，研究方法包括參與觀察、訪談、文件分析與調查法。 本研究以Wlodkowski 與Ginsberg (1995)的文化回應教學的四個層面分析實驗教學的情形。研究結果發現合作學習能配合學生的學習型態，學生的多元背景有助於文化學習，文化回應教學能提昇學生的文化概念與多元文化態度，但是教室的民主氣氛仍有待加強。

　　　　　The purpose of this study was to construct culturally responsive teaching for the elementary school. This study implemented a self-developed multicultural curriculum in a sixth-grade classroom. The curriculum, organized around gender and ethnicity issues, were included 10 units for 20 hours. This class was composed of 19 Han students and 18 Amis students. This study applied Wlodkowski and Ginsberg's four dimensions of culturally responsive teaching to analyze the data. The four dimensions were establishing inclusion, developing attitude, enhancing meaning, and engendering competence. This study concluded that cooperative learning was suitable for students learning styles. Students' multicultural background facilitated their cultural learning. Culturally responsive teaching improved students' culture concepts and multicultural attitudes. However, the democratic classroom climate still needs to be constructed.