基于教育生态学视阈的中加双语教育政策比较研究  

A Comparative Study of Bilingual Education Policy of China and Canada in Perspective of Educational Ecology

作　　者：郭辉[1,2] 

机构地区：[1]陕西师范大学教育学院,陕西西安710062 [2]青海师范大学教育学院,青海西宁810008

出　　处：《民族教育研究》2017年第2期78-84,共7页Journal of Research on Education for Ethnic Minorities

基　　金：全国教育科学"十二五"规划课题一般项目"青海省藏汉双语教育生态系统研究"(项目编号:BMA110094)的阶段性成果

摘　　要：在教育生态学的视阈下,双语教育政策的生态环境是由自然环境、社会环境和精神环境构成的复合生态环境。通过分析比较中国、加拿大双语教育政策的特征,以及影响中国、加拿大双语教育政策的生态因子,认为中国和加拿大的双语教育政策均是对其所处生态环境适应的结果。全面、深入、科学地考察和借鉴加拿大双语教育政策的经验和教训,能够为我国双语教育政策的制定、执行和评估提供可靠的依据。从而提高我国双语教育政策的效能,实现双语教育的可持续发展,达到促进各民族共生、共荣的目的。In perspective of educational ecology, the ecological environment of bilingual education policy is complex, consisting of natural environment, social environment and spiritual environment. Based on a comparative analysis of the characteristics of Chinese and Canadian bilingual education policies and the ecological factors influencing their policies, the writer holds that the two countries＇ policies for bilingual education are the results of adapting to their ecological environments. Making a study of the experiences of Canadian policy in a comprehensive, deepened and scientific way can provide a reliable basis for making, implementing and evaluating China＇ s bilingual education policy, so as to improve the efficiency of the policy, realize a sustainable development of bilingual education and promote coexistence and prosperity of all the ethnic groups.

关 键 词：教育生态学 双语教育政策 中国 加拿大 

分 类 号：G40-059.3[文化科学—教育学原理]