民族地区文化多样性场景下的汉族中学生涵化态度

发布时间：2018-04-09 19:58

本文选题：涵化态度　切入点：文化多样性　出处：《中国健康心理学杂志》2016年05期

【摘要】：目的:文化多样性场景下的涵化是探讨民族团结教育的重要视角。以中国少数民族地区汉族中学生为例,探讨涵化态度与文化多样性的关系。方法:采用移民青少年文化心理适应国际比较研究量表对495名中学生进行调查。结果:整合与对外来人口态度呈正相关,与受歧视感呈负相关;整合、同化、分离、边缘化与对外来人口态度呈负相关,与受歧视感呈正相关;外来人口态度和受歧视感对整合、同化、分离、边缘化的预测能力较强,同化、分离、边缘化4种涵化态度的显著预测变量的决定系数为0.01、-0.09、0.06、0.01(P0.05);涵化态度与文化多样性的结构方程模型建构表明,涵化态度对整合、同化、分离、边缘化的效应均显著(γ=0.46,SE=0.21,P0.01;γ=-0.72,SE=0.26,P0.01;γ=-0.61,SE=0.19,P0.01;γ=-0.59,SE=0.20,P0.01)。结论 :涵化心理的研究表明,进行多元文化教育,能够有效提升对文化的认同感,促进民族团结。
[Abstract]:Objective: acculturation in the context of cultural diversity is an important angle of view to explore the education of national unity.Taking Han middle school students in minority areas of China as an example, this paper discusses the relationship between acculturation attitude and cultural diversity.Methods: 495 middle school students were investigated with the International Comparative Research scale on Cultural adaptation of migrant adolescents.Results: integration was positively correlated with attitude towards foreign population and negatively correlated with the sense of discrimination, integration, assimilation, separation, marginalization was negatively correlated with attitude towards foreign population, and positively correlated with sense of discrimination.The attitude and the sense of discrimination of the alien population have strong predictive ability to integrate, assimilate, separate and marginalize, assimilate and separate,Conclusion: the study of acculturation psychology shows that multi-cultural education can effectively promote the identity of culture and national unity.
【作者单位】：中央民族大学教育学院;山西大同大学教育科学与技术学院;
【基金】：国家社会科学基金“十一五规划”2010年度教育学重大(重点)课题“主要国家民族教育政策比较研究”(编号:ADA100008) 2014年国家民委民族问题研究项目“民族地区普通中学学生文化认同、族际互动心理状况与民族团结教育革新”(编号:2014-GM-139)
【分类号】：G631

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