民族类中学藏汉双语“一类模式”教师队伍存在问题及归因分析——以G藏族自治州为例  

Analysis of Problems of Teaching Staff of Type-1 Mode of Bilingual Teaching of Tibetan and Chinese Languages in Ethnic Middle Schools——Taking G Tibetan Autonomous Prefecture as an Example

作　　者：虎技能[1] 滕星[2] 

机构地区：[1]广西师范学院教育科学学院,广西南宁530001 [2]中央民族大学教育学院,北京100081

出　　处：《民族教育研究》2015年第3期33-41,共9页Journal of Research on Education for Ethnic Minorities

摘　　要：G藏族自治州民族类中学藏汉双语"一类模式"教师队伍跨专业任教现象比较普遍,且部分教师不具备藏汉双语能力,这在一定程度上限制了该州民族类中学藏汉双语"一类模式"教学功能的良好发挥,这种状况归因于藏汉双语"一类模式"教师教育的结构缺失造成了功能萎缩。根据结构功能主义的观点,完善藏汉双语"一类模式"教师职前教育、继续教育的结构,充分发挥藏汉双语"一类模式"教师教育功能,是改善G州民族类中学藏汉双语"一类模式"教师队伍现状的根本出路。Many teachers of Type-1 Mode of bilingual teaching of Tibetan and Chinese languages at middle schools in G Tibetan Autonomous Prefecture teach cross-subjects courses and some of them are not qualified for bilingual teaching. This, to some extent, affects the functions of bilingual teaching which is caused by structural deficiency of teachers＇ education. According to structural functionalism, the way out is to improve the structure of pre-serviee education and continuing education for bilingual teachers and give a full play to their educational functions.

关 键 词：藏汉双语“一类模式” 教师队伍 问题 归因 

分 类 号：G755[文化科学—教育学]