民族地区职业院校教师专业发展的可持续策略探讨——基于多元文化的视角  

Discussion on Sustainable Strategies of Vocational College Teachers’ Professional Development in Ethnic Regions——Based on a multicultural perspective

作　　者：赖文芳[1] 韦积华 LAI Wenfang;WEI Jihua(Preschool Education Department 11,Guangxi College for Preschool Education,Nanning,Guangxi 530022)

机构地区：[1]广西幼儿师范高等专科学校学前教育二系,广西南宁530022

出　　处：《科教导刊》2021年第17期72-74,共3页The Guide Of Science & Education

基　　金：2019年度广西幼儿师范高等专科学校工作过程系统化课程专项建设项目“学前儿童心理发展”研究(GXYZ-XTHKC-3);2020年度广西职业教育教学改革研究项目“学前教育专业‘幼儿行为观察与支持’一体化课程建设研究”(GXGZJG2020A034)。

摘　　要：在一个多元文化的时代,教师专业发展不再是专业知识和能力的提高,而需要在其中融入多元文化的探讨。但目前在民族地区职业院校教师专业发展过程中往往缺乏对多元文化教育的关怀和尊重。具体表现为教师的民族文化知识储备不足,文化敏感性较弱以及由此带来的对学生群体文化缺乏真正理解和对教育教学缺乏文化反思。基于此,应将多元文化作为一种研究框架,将教师专业发展置于多元文化的视野中加以认识和理解,探讨民族地区职业院校教师专业发展的可持续策略。In an era of multiculturalism, the professional development of teachers is no longer the improvement of professional knowledge and ability, but the discussion of multiculturalism should be integrated into professional development. However, the current professional development of vocational college teachers in ethnic areas often lacks care and respect for multicultural education. The specific manifestation is that teachers’ national cultural knowledge reserves are insufficient, cultural sensitivity is weak, and the resulting lack of true understanding of student group culture and lack of cultural reflection on education and teaching. Based on this, multiculturalism should be regarded as a research framework, and the professional development of teachers should be recognized and understood in the perspective of multiculturalism, and sustainable strategies for vocational college teachers’ professional development in ethnic areas should be explored.

关 键 词：教师专业发展 多元文化 民族教育 

分 类 号：G451[文化科学—教育学]