影响新疆中小学少数民族“双语”教师培训文化适应成因探析  

Causes of Training Acculturation of Ethnic Minority Bilingual Teachers in Elementary and Middle Schools of Xinjiang

作　　者：闫新红[1] 

机构地区：[1]乌鲁木齐职业大学教师培训学院,新疆乌鲁木齐830002

出　　处：《新疆职业教育研究》2013年第1期65-67,82,共4页Vocational Education Research in Xinjiang

摘　　要：中小学少数民族"双语"教师培训和新疆少数民族教师个人可持续发展、新疆民族中小学的教育教学关系密切。个体汉语水平与学科专业水平的不均衡发展,个体汉语水平差异与语言使用情况,个体接受汉文化的差异,学习汉语的焦虑,包括MHK汉语水平考试、口语自学考试及汉语课堂授课能力测试的焦虑、心理落差等等,是影响中小学少数民族"双语"教师培训文化适应的主要成因,对此进行分析有助于增强培训教师的文化适应性以提高中小学少数民族"双语"教师培训质量。Ethnic minorities ＂bilingual＂ teacher training and Xinjiang minority teachers＇ sustainable development, Xinjiang national primary and secondary schools teaching in primary and secondary schools close relationship. Unbalanced development professional level of individual Chinese level and subject, the use of Chinese language level and individual differences, individual difference acceptance of Chinese culture, Chinese learning anxiety, including MHK Chinese proficiency test, oral English self-study exam and Chinese classroom teaching ability test anxiety, psychological gap and so on, is the main effect of adaptation in primary and middle schools of minority ＂bilingual＂ teacher training culture, this analysis helps to strengthen the cultural adaptability training teachers to improve ethnic minorities ＂bilingual＂ quality of teacher training in primary and middle schools.

关 键 词：“双语”教师 培训 文化 适应 

分 类 号：G750[文化科学—教育学]