兼顾教育质量与文化适切性的边远民族地区课程开发机制——基于美国阿拉斯加土著学区文化数学项目的案例分析  

The Curriculum Development Mechanism in Remote National Areas Taking into Account the Education Quality and Cultural Adaptability——Based on Case Analysis on Cultural Mathematics Project in American Alaska indigenous school district

作　　者：常永才[1] 秦楚虞[1] 

机构地区：[1]中央民族大学教育学院,北京100081

出　　处：《当代教育与文化》2011年第1期7-12,共6页Contemporary Education and Culture

基　　金：国家社会科学基金教育学"十一五"规划国家重点课题"主要国家民族教育政策的比较研究"(ADA100008。主持人:顾明远教授);国家社会科学基金教育学"十一五"规划青年基金课题"民族地区农村初中生的学习人类学研究"(CMA060256。主持人:常永才)

摘　　要：如何有效地提高学生成绩,日益成为边远民族地区农村基础教育均衡发展的关键。美国阿拉斯加土著学区的"文化数学项目",发掘民族传统文化,并有机整合到小学数学课程,明显提高了学生数学成绩。体现了一种"针对文化的学校教育"理念。边远民族地区农村课程开发,应当充分重视文化适切性和本土内源性,并与现代知识有机整合。How to improve the student achievement effectively,is becomes the key of countryside elementary education balanced development in remote national area.The cultural mathematics project in American Alaska indigenous school districts,explored national traditional culture and integrated into primary mathematics curriculum,and significantly improved student＇s mathematics achievement.This reflects idea ＂for culture＇s school education＂.Therefore,curriculum development in remote rural minority areas should pay full attention to cultural adaptability and local endogenous and organically integrated with modern knowledge.

关 键 词：学业成绩 民族地区 农村 文化适切性 数学课程 阿拉斯加 

分 类 号：G759.712[文化科学—教育学]