文化理解型反思性实践者:双语教师的角色分析  

Cultural Understanding of The Reflective Practitioner:The Role of Bilingual Teacher

作　　者：程良宏[1] 

机构地区：[1]华东师范大学课程与教学研究所

出　　处：《全球教育展望》2013年第10期49-56,67,共9页Global Education

基　　金：教育部人文社会科学研究青年基金项目"新疆职前双语教师实践性知识培养研究"(项目编号:12YJC880013);新疆维吾尔自治区普通高等学校人文社会科学重点研究基地新疆师范大学"新疆教师教育研究中心"资助项目"新课程改革中新疆少数民族教师专业认同研究"(项目编号:XJEDU040513B02);新疆维吾尔自治区重点学科"课程与教学论";新疆维吾尔自治区高校科研计划项目(项目编号:XJEDU2011S33)资助

摘　　要：培养"文化理解型反思性实践者"是多元文化时代下双语教师教育的重要课题。双语教师的文化理解型反思性实践者角色,是其作为教书育人专业人员的本体性身份和其所在的多民族地区多元文化教育处境的客观需求。培育双语教师的多元文化理解和鉴赏力、培养双语教师理性的跨文化对话意识与能力、注重双语教师文化认知转换训练是将双语教师培养成文化理解型反思性实践者的可能路向。Cultivation of ＂cultural understanding of the reflective practitioners＂ is an important topic in bilingual teacher education under the multicultural era. Becoming a cultural understanding of the reflective practitioner is the necessary of teachers which is used as an objective demand based on main body role of professional personnel and the multi - ethnic region of muhicuhural education sit- uation. These are the training strategies of bilingual teachers as cultural understanding of the reflec- tive practitioner including cultivating bilingual teachers＇ multicultural understanding and apprecia- tion, training of bilingual teachers cross - cultural awareness and ability of rational dialogue , and on the bilingual teachers cultural cognitive conversion training.

关 键 词：文化理解 反思性实践者 多元文化 双语教师 

分 类 号：H09[语言文字—语言学] G655[文化科学—教育学]