民族地区双语教学成效与问题调查研究——以西藏拉萨地区的双语教学为例  

A Survey on the Effects and Problems of Bilingual Teaching in Ethnic Regions——with Lhasa as an example

作　　者：王珍珍[1] 王鉴[1] 

机构地区：[1]西北师范大学西北少数民族教育发展研究中心,甘肃兰州730070

出　　处：《当代教育与文化》2013年第1期102-110,共9页Contemporary Education and Culture

基　　金：2011年度国家社会科学基金项目"民族地区双语教育成效与问题调查研究"(11BMZ051)阶段性成果;2010年度教育部人文社会科学研究一般项目"民族地区双语教学的理论基础与实践模式研究"(10YJA880134)的阶段性研究成果

摘　　要：西藏自治区推行的以汉为主加授藏语文的双语教学模式是我国藏区最有效的双语教学模式之一,为了更加完善这一模式,我们就双语教学模式问题以拉萨地区为对象进行了调查研究。通过对藏汉双语教学模式教学目标的调查、藏汉双语教学模式操作策略的调查、藏汉双语教学模式成效评价的调查和影响藏汉双语教学模式因素的调查发现,藏汉双语教学模式在目标方面存在城乡差异,农村学生更加注重汉语言知识的学习与掌握;藏族学生的语言基础在城乡方面存在显著性差异,藏族教师在使用讲授法和训练法方面没有显著差异,在使用以直接感知为主的教学方法、演示法和活动法上有显著差异,说明教师教学方法是影响双语教学操作策略的重要因素。藏汉双语模式下学生的双语言发展还是取得了显著成效。居住环境、语言态度、双语教学效果是影响双语教学模式的三大因素。The bilingual teaching mode implemented in Tibet, with Chinese as the primary and the Tibetan language as the supplementary, is one of the most effective teaching modes in Tibet. To ameliorate this mode of bilingual teaching, we conducted a survey, with I.hasa as the target. As a result of our surveys on the teaching objective, operational strategies, effect evaluation, and factors of influence of the mode, we find that urban and rural areas vary as far as teaching objective is concerned, with rural students paying more attention to learning Chinese; urban and rural students vary evidently as far as their language foundation is concerned; as to teaching methods, Tibetan teachers vary slightly in employing the explanation method and the practice method, but they vary evidently in employing the direct-perception method, the demonstrative method, and the activity method, explaining that teaching method is an important factor that influences the operational strategies of bilingual teaching. Students＇ bilingual development under this mode is remarkably effective, after all. The living environment, students; attitude to language learning, and the effect of bilingual teaching are the three major factors that influence the bilingual teaching mode.

关 键 词：藏汉双语教学 教学模式 成效 

分 类 号：G752[文化科学—教育学]