城市化情景下加拿大原住民儿童学业成就提升政策的文化分析  

An Analysis of the Policies for the Academic Achievement of Canadian Aboriginal Children from a Cultural Perspective

作　　者：胡科[1] 常永才[1] 王佳馨[2] 

机构地区：[1]中央民族大学教育学院,北京100081 [2]北京十一学校,北京100036

出　　处：《外国教育研究》2015年第8期23-37,共15页Studies in Foreign Education

基　　金：国家社会科学基金"十一五"规划2010年度教育学重大(重点)课题"主要国家民族教育政策比较研究"(课题批准号:ADA100008);全国民族教育研究课题"少数民族学生心理特点及学习规律研究"(课题批准号:mjzxyb1413)

摘　　要：加拿大原住民城市化趋势明显,表现出大都市化、流动性和青年化等特点,这使得原住民儿童学业成就提升面临新挑战。印第安寄宿制学校等文化同化取向的办学模式严重危害原住民儿童身心,是导致其学业失败的深层次原因。在此背景下,安大略省政策革新框架重视将原住民的历史文化视角整合到教育系统各方面,体现文化适切教育观。该教育观应更加重视不同文化之间的互动与互惠。The Canadian Aboriginal peoples are experiencing significantly new urban-ization,particularly with a young,mobile population in major cities. This will bring newchallenges to the academic achievement of Canadian Aboriginal children. The school sys-tems oriented to the simulation of the Aboriginal Cultures,like the Indian Boarding school,have seriously harmed the Children physically and mentally,which is still the in-depth rea-son for their academic failure. So the aboriginal culture,history and perspectives have beenrequired to be integrated into the all the aspects of the Ontairo Aboriginal Education PolicyFramework which embodied the ideas of culturally relevant pedagogy. However this pedago-gy should pay more attention to the intercultural interaction and reciprocity.

关 键 词：原住民儿童 城市化 学业成绩 文化适切 政策框架 安大略省 

分 类 号：G75[文化科学—教育学] G711