试论民族教育藏汉双语教学中的主体间性特征  

On the Intersubjectivity of Tibetan and Chinese Bilingual Teaching

作　　者：索南[1] SUO Nan(Qinghai Normal University,Xining,Qinghai 810008,China)

机构地区：[1]青海师范大学

出　　处：《教育教学论坛》2020年第12期263-264,共2页Education And Teaching Forum

基　　金：教育部民族教育发展研究基金资助项目《民族地区师范院校双语理科师资培训机制建设研究》(项目编号：mjzxyb1408)，阶段性成果

摘　　要：文章简要阐释了主体间性哲学的基本内涵,指出现代学校教育是主体间的系统指导学习,民族教育及其双语教学的本质仍然是主体间的系统指导学习,双语教学中教学用语的双语间、师生关系、教材翻译等都体现出主体间性的特点。The paper interprets the intersubjective philosophy and demonstrates the following points:the modern formal education is characterized by intersubjectivity,minority education and Chinese and Tibetan bilingual teaching are intersubjective in nature,and this characteristic is also reflected in textbook translation,between Chinese and Tibetan languages as well as between teachers and students.

关 键 词：主体间性 民族教育 双语教学 

分 类 号：G642.41[文化科学—高等教育学]