赋权少数族裔学生:一个干预框架  

Empowering Minority Students:A Framework for Intervention

作　　者：吉姆康明斯[1] 马丽梅[2,3] 

机构地区：[1]加拿大多伦多大学安大略教育研究院 [2]西北师范大学教育学 [3]宁夏医科大学外国语教学部

出　　处：《当代教育与文化》2011年第4期1-11,共11页Contemporary Education and Culture

摘　　要：吉姆康明斯提出了一个理论框架来分析少数族裔学生学业失败的原因,以及之前曾尝试过的,诸如补偿教育和双语教育这样的教育改革相对缺乏成功的原因。这些尝试之所以没有成功是因为教育者和少数族裔学生之间的关系以及学校和少数族裔社区的关系都没有得到显著的改变。研究旨在为教育者提供一些改变这些关系,从而赋权学生,使得学生在学业上取得成功的方法。Jim Cummins presents a theoretical framework for analyzing minority students＇ school failure and the relative lack of success of previous attempts at educational reform, such as compensatory educatior and bilingual education. The author suggests that these attempts have been unsuccessful because they have not significantly altered the relationships between educators and minority students, and the relationship between schools and minority communities. This paper suggests some ways by which educators can change these relationships, thereby promoting the empowerment of students which can lead them to success in school.

关 键 词：少数族裔学生 赋权 学业成绩 

分 类 号：G451.6[文化科学—教育学]