民族地区教师的文化敏感性与教师培训的重构  

Teachers' Cultural Sensitivity and the Reconstruction of Teacher Training in Ethnic Minority Areas

作　　者：苟顺明[1] 王艳玲[2] 

机构地区：[1]云南师范大学初等教育学院,云南昆明650092 [2]云南师范大学教育科学与管理学院,云南昆明650500

出　　处：《当代教育与文化》2014年第2期25-30,共6页Contemporary Education and Culture

基　　金：教育部人文社会科学研究项目"文化视野下西南边疆民族地区农村教师校本培训机制创新研究"(12XJC880011)的成果;云南"中小学教师专业情意养成"教育研究学术工作站的阶段性成果

摘　　要：民族地区教师的文化敏感性即民族地区教师对学生文化背景和生活经验的感知程度,以及在此基础上采取适切的方式帮助学生实现有意义的学习的能力。当前民族地区教师文化敏感性的缺失,很大原因是由于教师培养和培训中忽视当地文化背景的特殊性。民族地区教师培训要把该地区教师发展的文化属性重新还给教师,使教师的教和学生的学植根于当地学校生活的文化土壤。教师培训的内容应包括:正确的民族文化观和民族教育观,当地学生中主体民族的历史文化和风俗习惯,学生的文化背景对其学习和发展的影响,对课程内容进行文化分析和开发民族文化课程资源的能力。Teachers＆#39;cultural sensitivity in ethnic minority areas means that teachers in these areas know well about students＆#39;cultural background and life experience , and their ability to help students achieve meaningful learning by culturally sensitively teaching strategies . Teachers in ethnic minority areas are lack of cultural sensitivity because the special features of the local culture are neglected in their teacher preparation and training . It is held in this paper that teacher training in ethnic minority areas should empower teachers by integrating culturlal attribute in training , and make teaching and learning rooted in the soil of local cultural . Therefore , teacher training should be reconstructed , and the following aspects should be included in the contents of the training ：positive perspectives on ethnic culture and education , historical culture and ethnic customs of the main nationality among students , the influence of students＆#39;background on their learning and development , cultural analysis on curriculum , as well as developing curriculum resources regarding ethnic culture .

关 键 词：民族教育 文化敏感性 教师培训 教师素质 

分 类 号：G755.2[文化科学—教育学]