本研究主要探討師資培育之大學開設的多元文化教育課程對師資生多元文化素養之影響。多元文化課程乃依據文獻探討所得資料進行課程設計，務使課程以豐富多元的議題與有效變化的授課形式，增益學生之多元文化素養。 本研究採量化與質性並進之研究方法，瞭解師資生在多元文化教育課程實施後之改變。量化部分以蔡純純（2006）編製之「職前教師多元文化素養量表」為研究工具，採單組前、後測之實驗設計，以相依樣本t-test考驗瞭解師資生在多元文化教育課程實施前、後之改變。研究結果發現，多元文化教育課程能有效提升師資生之多元文化素養；多元文化素養總分、多元文化覺知、多元文化技能後測成績接高於前測，且達顯著水準。 質性研究部分，採文件分析法，以研究者為研究工具，並輔以Nvivo7質性分析軟體協助編碼分類。研究結果發現，多元文化教育課程能有效提升師資生之多元文化素養，包含多元文化覺知、多元文化技能、多元文化知識，並以多元文化覺知之影響次數最多。

The main aim of the study is to understand the change of the multicultural literacy in a multicultural education course. The multicultural education course was designed by the researcher depending on the analysis of literature in order to develop the pre-service teachers’ multicultural literacy. The quantitative and qualitative approaches were used to at the study. In the part of the quantitative approach, the researcher adopted the Scale of Pre-service Teacher’s Multicultural Literacy designed by Cai Chun Chun in 2006 and used t-test to compare the pre and the post score of the multicultural literacy. The result was found that multicultural education course could promote the pre-service teachers’ multicultural literacy including multicultural awareness, multicultural skills and the total scales. In the part of the qualitative approach, the researcher used the qualitative analyze system Nvivo7 to code and conclude. The result was found that multicultural education course could promote the pre-service teachers’ multicultural literacy, especially multicultural awareness.