藏汉双语“一类模式”课程跨专业任教的现象分析与思考——基于G州民族类中学藏语文教师的口述实录  

Analysis and Thinking of Type-I Courses in Tibetan-Chinese Bilingual Teaching Taught by Trans-disciplinary Teachers——Based on Oral Records of Tibetan Language Teachers at Ethnic Middle Schools in G Prefecture

作　　者：虎技能[1] 

机构地区：[1]广西师范学院教育科学学院,广西南宁530001

出　　处：《民族教育研究》2017年第2期93-98,共6页Journal of Research on Education for Ethnic Minorities

基　　金：2011年"陇原青年创新人才扶持计划"项目"甘南州中小学藏汉‘双语’教师专业发展现状及保障机制研究"(项目编号:甘组通字[2011]82)的阶段性成果

摘　　要：G州民族类中学藏汉双语"一类模式"的课程普遍存在跨专业任教现象,其中藏语文教师跨专业任教的人数最多。通过4名教师的口述实录发现,藏语文教师虽然具备藏语言教学优势,但是他们学科知识结构缺失,且长期背负着各种压力,这对藏汉双语"一类模式"学科教学的专业化和教学效果造成了消极影响。藏汉双语"一类模式"师资来源匮乏是造成这种现状的主要原因,需要提供在职教师学科专业教育的机会,并创新高校人才培养方式。In ethnic middle schools of G Tibetan Autonomous Prefecture, it is very popular that ＂Type-I＂ courses in Tibetan-Chinese bilingual teaching are taught by trans-disciplinary teachers, and the number of Tibetan language teachers is the largest among all the trans-disciplinary teachers. The oral records of four teachers show that although Tibetan language teachers have the advantage of Tibetan language teaching, they lack disciplinary knowledge and have all kinds of long-term pressures, which produce a negative influence on professionalized teaching of Tibetan and Chinese bilingual Type-I courses and the teaching effect. Since the lack of teachers is the main reason, it is necessary to provide opportunities for teachers to receive disciplinary education and at the same time, innovate talent cultivation mode in universities.

关 键 词：藏汉双语教学 “一类模式” 双语教师 跨专业任教 

分 类 号：G755[文化科学—教育学]