文化共生视域下民族地区儿童文学课堂的构建——以广西壮族自治区为例  

On Construction of Children’s Literature Classroom in Ethnic Areas from the Perspective of Cultural Symbiosis:Case Study on Guangxi Zhuang Autonomous Region

作　　者：刘天 叶蓓蓓 LIU Tian;YE Bei-bei(Faculty of Education,Guangxi Normal University,Guilin,Guangxi 541004;Faculty of Education,Guangxi Normal Normal University,Guilin,Guangxi 541004)

机构地区：[1]广西师范大学教育学部 [2]广西师范大学广西民族教育发展研究中心,广西桂林541004

出　　处：《民族教育研究》2022年第3期129-135,共7页Journal of Research on Education for Ethnic Minorities

基　　金：国家社科基金“十三五”规划2019年度教育学青年课题“学校场域中的共生教育研究”(项目编号:CAA190242)的阶段性成果。

摘　　要：基于文化共生的民族地区儿童文学课堂,有利于各民族学生交往交流交融,促进各民族优秀传统文化实现“美美与共”,更好地铸牢中华民族共同体意识。文化共生视域下,首先厘清民族地区文化共生的本质,在此基础上审视民族地区文化共生的主体、空间、符号3种样态。文化共生的教育意蕴在于促进民族地区文化的濡化、加强民族地区文化的涵化和促进民族地区师生跨文化交流。文化共生视域下儿童文学课堂建构路径主要包括儿童文学共生课程的开发、共生教学的实施和共生场域的建构。儿童文学共生课程的开发在于找准各民族文化的共同点、共通点、生长点。共生教学的实施在于师生发挥合理自主性,建构“问题—主题—课题”的共生教学动力。共生场域的建构在于营造“品读—籀读—演读”与“仿写—改写—转写”的场域。Children’s literature classes in ethnic areas based on cultural symbiosis is conducive to the communication and integration of students of all ethnic groups, promoting the realization of “Coexistence in Mutual Appreciation” of fine traditional culture of all ethnic groups, and better solidifying the sense of community of the Chinese nation. From the perspective of cultural symbiosis, firstly the essence of cultural symbiosis in ethnic areas should be clarified, and then the three forms of subjects, space and symbols of cultural symbiosis in ethnic areas should be examined. The educational implication of cultural symbiosis lies in promoting the culture of ethnic areas, strengthening the culture of ethnic areas and promoting the cross-cultural exchanges between teachers and students in ethnic areas. The construction path of “children’s literature” classroom under the perspective of cultural symbiosis mainly includes the development of “children’s literature” symbiosis curriculum, the implementation of symbiosis teaching and the construction of symbiosis field. The development of “children’s literature” symbiotic curriculum is to find the commonality, communicating basis and enhancing aspects of each ethnic culture. The implementation of symbiotic teaching lies in the teachers and students’ play to reasonable autonomy and constructing the symbiotic teaching motivation of “problem-theme-topic”. The construction of the cultural symbiosis field lies in creating the fields of “intensive reading-reciting-performing” and “imitation writing-rewriting-transform writing”.

关 键 词：民族地区 文化共生 儿童文学 共生课堂 广西壮族自治区 

分 类 号：G750[文化科学—教育学]