少数民族地区职前教师多元文化教育观念的调查——以广西河池学院汉语言文学专业师范生为例  

Investigation of Multicultural Educational Concept of Pre-service Teachers in Minority Areas——A Case Study of Students of Chinese Language and Literature Major in Hechi University

作　　者：谭静[1] 覃永县[1] 

机构地区：[1]河池学院教师教育学院,广西宜州546300

出　　处：《河池学院学报》2013年第6期64-68,共5页Journal of Hechi University

基　　金：2012年度广西高等学校科研项目"民族文化传承视域下广西基础教育语文师资培养"(201204LX404)

摘　　要：多元文化整合教育是文化全球化和多元化发展的必然走向。教师的多元文化教育观念直接影响着多元文化教育的践行。通过问卷调查和访谈发现:职前教师对民族文化、民族文化传承的价值和意义有较为正确的理解,对学校教育中民族文化传承的途径和方式有较为丰富的思考,但他们对本民族地区文化的了解带有专业片面性、对多元文化教育认识不全面,缺乏深层的理解和认同,对自身作为多元文化教育实践者的角色认同感不强。为此,应开设民族文化课程、成立民族文化研究室或展览室等增进加深职前教师对本民族地区文化和本地其他各民族文化的了解。还应通过专家讲座、实践体验、反思觉察等方式强化职前教师民族文化传承者和多元文化教育者的身份认同。Muhicuhural education is an inevitable trend of cultural globalization and diversified develop- ment. The multicultural educational concept of teachers will directly influence the implementation of multicultural education. The findings of the questionnaires and interviews are ： pre - service teachers have relatively right com- prehension of the value and significance of national culture and its inheritance ; they have much thinking about how national culture is inherited in school education ; their knowledge of national culture, however, is one - sided, their concept of muhicuhural educational is not comprehensive and profound, and as practitioners of multicuhural educa- tion, their sense of identity is not intensive. So, we should develop national culture curriculum and set up research labs or exhibition rooms of national culture to enhance and deepen pre - service teachers＇ knowledge of cultures both of their own people and other peoples. In addition, by means of experts＇ lectures, practical experience, and self - reflection and observation, we should also strengthen their sense of identity as people who inherit national cul- ture and teach multiculture.

关 键 词：少数民族地区 职前教师 多元文化 教育观念 

分 类 号：G658[文化科学—教育学]