“三少民族”预科生预科阶段的汉语教学策略——以内蒙古民族大学为例  

The Chinese Teaching Strategies for the Preparatory Students of the three Minorities at the Preparatory Stage——Taking Inner Mongolia University of Nationalities as an Example

作　　者：武秋莉[1] 郝青云[1] 

机构地区：[1]内蒙古民族大学文学院,内蒙古通辽028043

出　　处：《民族高等教育研究》2013年第5期81-84,共4页Research on Higher Education of Nationalities

基　　金：国家民委2011年本科教学改革与质量建设研究项目"三少民族预科生的培养与教学质量研究"(项目批准号:11097)的阶段性成果之一

摘　　要："三少民族"预科生在教育背景和成长环境方面,都有其特殊性,在对"三少民族"预科生进行教学和培养过程中,应该做到有针对性。在充分研究"三少民族"预科生升本后的学习状况及发展需求,制定更适合预科学生的培养方案,并在课程教学中,关注"三少民族"预科生的特点,关照他们的学习状态,为了提高少数民族人才培养的水平,提高少数民族人才的素质,应建立适合"三少民族"预科生特点的汉语教学模式。创新"三少民族"预科生预科阶段的汉语教学,即改革《阅读与写作》与《基础汉语》课程的教学方法,切实提高教学的时效性,建立能够使他们向本科教学过渡的培养模式。The preparatory students of the three minorities have their own characteristics in their educational background and growth environment. Therefore, the teaching and training for these students should be targeted. After full research on the learning situation and the development needs of the preparatory students of the three minorities when they promote to undergraduate, we strongly feel it necessary to make a training program suitable for the preparatory students. What＇ s more, we need to pay attention to the characteristics of these students and their learning state during the course teaching. In order to improve the level of talent cultivation and the quality of minorities, we are supposed to create a teaching mode suitable for these preparatory students. For this purpose, what we need to do is innovate the teaching for the preparatory students of the three minorities at the preparatory stage, that is, reform the teaching methods of ＂Reading and Writing＂ and ＂Basic Chinese＂. By doing so, we expect to improve the effectiveness of our teaching and build a teaching mode which enables them to transit to the regular course smoothly.

关 键 词：三少民族 预科生 汉语教学 教学策略 

分 类 号：G642.41[文化科学—高等教育学]