论我国少数民族双语教学模式转型  

On Bilingual Teaching Model in Conversion of Ethnic-minority

作　　者：周庆生[1] 

机构地区：[1]中国社会科学院民族学与人类学研究所,北京100081

出　　处：《新疆师范大学学报（哲学社会科学版）》2014年第2期122-128,2,共7页Journal of Xinjiang Normal University(Philosophy and Social Sciences)

基　　金：教育部哲学社会科学研究重大课题攻关项目"新形势下国家语言文字发展战略研究"(10JZD0043)的阶段性成果

摘　　要：我国民族语文教育政策,出现过两次重要的转型:一是20世纪90年代向"双语教学"的转型,再就是《国家中长期教育改革和发展规划纲要》(2010-2020年)提出的双语教学模式的转型。与一二十年前相比,全国双语教学模式的种类,没有明显的增加或减少,但是,《纲要》规定的双语教学模式的转型正在许多地区进行。东北朝汉双语教学质量优秀;新疆民汉双语教学发展迅速,形成规模;国家通用语授课学校开设少数民族语言;通过双语教学,抢救保护濒危语言或传承民族文化,这些已成为转型期的特点。正确处理国家通用语言和少数民族语言的关系,尊重和保障少数民族使用本民族语言文字接受教育的权利,是稳妥实现转型的重要保证。China＇s policy on ethnic-minority language teaching has undergone two critical transformation： switch to ＂bilingual teaching＂ in 1990s; Outline of National Medium and Long-term Educational Reform and Development Programme （2010-2020）. Compared with the case 10 or 20 years ago, national bilingual teaching models in terms of category has not obviously increased or de- creased but the transformation of bilingual teaching model are being carries out in many places as stipulated in the Outline. In the northeast, Korean-Chinese bilingual teaching excels in quality; Xinjiang sees rapid progress in ethnic- Chinese bilingual teaching at a certain scale;ethnic-minority language is offered in schools where subjects are taught in Chinese; through bilingual teaching, lan- guages on the verge of extinction are protected or ethnic culture inherited, which features transition period. The relationship between national universal language and ethnic-minority languages is to be handled properly and right to being taught in their own language owned by ethnic-minority people as an important security for smooth transition.

关 键 词：双语教育 国家通用语 教学模式 转型 

分 类 号：H09[语言文字—语言学]