To relax the tension , james a . banks put forward to multicultural ideology , which is regarded as the new theoretical basis of mcc 为缓解二者的对立及摇撼同化主义的主导地位，有人提出了“多元文化思想意识” ，并视其为多元文化课程新的理论基础。
Pitifully the introduction is not comprehensive and systematic , and the nativization is based on its tightness and acceptance to all , which might lead to the lack of criticism and rethought 多元文化课程的“介绍”缺乏全面性和系统性；而“移植”则预设其正确性，少有批判和反思。
The four phases are not liner , meaning that when the new phases emerge , the earlier phases tend to assume some of the characteristics of the newer phases and to continue on a more limited scale 这四个阶段并非完全是直线演进的，它们象一条闪烁不定的动态曲线，在影响着多元文化课程的发展。
From the viewpoints of mcc ' s essence being the conflict and compromise and the balance of assimilationism and pluralism being the theoretical basis of mcc , i believe that mcc has a rational paradigm and a radical one 然而，站在“冲突与妥协”这一多元文化课程的本质及“同化与多元”这一多元文化课程的理论张力基础的角度看，多元文化课程可以分为理性范式和激进范式。
Pluralism opposite to assimilationism , provides new ideas and inspiration for the reform of curriculum . at present the two opposite ideologies has influenced the development of mcc , and the balance of the two provides the theoretical basis for mcc 当前，同化主义与多元主义这两种对立的思想在制衡着多元文化课程的发展，二者“张力”的平衡是多元文化课程的理论基础。
The radical paradigm assumes that mcc challenge to eurocentrism and the rational paradigm to balance the curriculum . the radical paradigm is a so - called mcc under the cover of multiculturalism , actually not a mcc . mcc as the result of conflict and compromise is doomed to swing bet 激进范式认为，多元文化课程必须向欧洲中心主义、包容所有群体的文化和观点的“理性”课程提出挑战，打破以欧洲为中心的课程的不平衡，使黑人种族的成就在所有文明和学校课程中处于核心地位。
More impoatly , drawing insights from the literature of skilbeck ' s ( l983 ) sanational analytic model and banks " ( l989 ) concept of school as a social system . i have worked out a conceptual framework which consists of five components f a ) situational analyses , b ) cutriculum plaxming , c ) organization and implementaion , d ) evaluaton , and e ) reconstruction 根据skilbeck ( 1983 )的情境分析模式和banks ( 1989 )的学校社会系统概念，研究者提出了多元文化课程发展架构，包括情境分析、课程计划、课程组织与实施、课程评估、和课程结构重建五部分，并按此架构进行了研究。
Using data gathered by means of a ) survey wan approximately 400 hundred people , b ) individual interviews , c ) c1assroom observations , and d ) school visits , i have confirmed the need for the mcece development as pointed out above . i have also provided a theore ' tical basis for understanding the nature of multicultural education in macao society 本研究采取质性和量性的研究方法，通过问卷调查(近400份) 、访谈、现场观察、学校访问等途径，收集了相关的研究资料，证实了建构幼儿多元文化课程的需要，并予以诠译说明和理论分析。
