文化敏感性教学:理解“外来者”、“少数人”和“沉默者”  

The Culturally Sensitive Teaching: Understanding Strangers,Minority and the Silent

作　　者：程红艳[1] 

机构地区：[1]华中师范大学教育学院,武汉430079

出　　处：《南京社会科学》2013年第3期113-119,共7页Nanjing Journal of Social Sciences

基　　金：国家社科基金青年项目“中部地区社会分层与城乡义务教育均衡发展研究”(CFA100130);湖北省教育科学规划重点课题“湖北省义务教育免费政策与基础教育均衡发展研究”(2009A008)的阶段性成果

摘　　要：随着学校社会多元化特征越来越显著,教师面临着来自不同地域、阶层、民族等不同文化群体学生所带来的挑战。传统"文化盲点式"教学,使得教师对于自身及学校系统所持有和传播的文化特点缺乏反思,教学不能使来自社会边缘及与主流文化存在差异的文化群体的学生受益,存在隐形的不公平。文化敏感性教学,强调教师是文化的反思者和多元文化融合的促进者,并利用多元智能教学、搭建家庭与学校之间的文化桥梁等途径将学生多元文化的困难变成教学优势。While the diversification of schools is becoming more obvious, the teachers are facing challenges of ＂diverse students＂ from the different regions, classes, ethnic and etc. The traditional ＂culture-blind teaching＂ lead to the insufficience of teachers＇reflection to the cultural charac- teristics which themselves and school system have and transmit, so that it can＇ t benefit the students from the social edge and groups whose culture is different from the mainstream culture. In another word, there exists invisible unfairness. The cultural sensitive teaching emphasizes that teacher is not only a thinker of cultural , but also a promoters of cultural integration. Teachers should shift the students＂ difficulties which come from cultural diversity into teaching advantages by the way of multicultural intelligence teaching and assessment, building a cultural bridge between family and school and etc.

关 键 词：教师 多元文化意识 文化敏感性教学 

分 类 号：G40-052[文化科学—教育学原理]