少数民族外语教育世界性与民族性之交互平衡  

Balance Between Internationalism and Nationalism in Foreign Language Education Among Minority Groups

作　　者：黄俐[1] 刘永志[1] 

机构地区：[1]成都理工大学外国语学院,四川成都610059

出　　处：《贵州民族研究》2014年第4期161-164,共4页Guizhou Ethnic Studies

基　　金：成都理工大学2013-2016年高等教育人才培养质量和教学改革重点项目"基于学分制改革的英语自主学习能力培养模式改革"的阶段性成果(项目编号:13JGZ20);国家社会科学基金项目"英国文学在晚清中国的传播和影响"(项目编号:13BZW106);成都理工大学优秀创新团队培育计划项目

摘　　要：外语教育是实现教育体系多元化、全面化以及科学化的关键途径,也是素质教育的一大核心组件。一方面,伴随着少数民族教育体系的规模扩充与质量提升,教育的世界性视角得以有效扩展,外语教育已被迅速普及并得以稳步发展;另一方面,基于教育的民族性,外语教育又与既有的民族文化基因产生了不可避免的冲突。在此,旨在交互平衡少数民族外语教育的世界性与民族性,调节优化少数民族外语教育的架构层次,继而实现少数民族外语教育稳定、协调、持续地延伸运作。Foreign language education is not only the key to make education system diversified, comprehensive and scientific, but also a core component of quality-oriented education. On the one hand, as minorities＇ education expands and improves, internationalism of education has been effectively extended, and foreign language education has been rapidly popularized and steadily developed. On the other hand, based on the nationalism of education, there are inevitable discords between foreign language education and national cultural factors. This paper aims to strike a balance between internationalism and nationalism in foreign language education among minority groups, optimize the structure of minority foreign language education, and make it develop steadily, harmoniously and sustainably.

关 键 词：少数民族 外语教育 世界性 民族性 交互平衡 

分 类 号：G750[文化科学—教育学]