少数民族地区双语教师跨文化交际的内涵及培育

发布时间：2018-05-08 02:21

本文选题：交往 + 跨文化交际　；参考：《当代教育与文化》2017年05期

【摘要】：从本质来看,教育是一种交往活动。少数民族地区绝大部分双语教师,在教育教学中尤为凸显的是在与不同于已的文化群体、文化精神直接间接交往,而此过程中必须具备跨文化意识、跨文化敏感、跨文化行为的跨文化交际能力,它是双语教育质量的内在诉求。从双语教师的社会性存在、双语教育的目的审视,跨文化交际是少数民族地区双语教师职业场域的内在诉求。研究着重围绕双语教师跨文化交际三维度的内涵及培育阐释,跨文化交际能力对少数民族地区的社会稳定、教育整体质量的提升、中华文化与本民族文化的交融与传承创新、双语教育目标的实现具有极其重要的价值。
[Abstract]:In essence, education is a communicative activity. The majority of bilingual teachers in minority areas are especially prominent in the education and teaching is the cultural spirit of direct and indirect contact with different cultural groups, and this process must have cross-cultural awareness, cross-cultural sensitivity, The cross-cultural communicative competence of cross-cultural behavior is the internal demand of the quality of bilingual education. From the point of view of the social existence of bilingual teachers and the purpose of bilingual education, intercultural communication is the internal demand of bilingual teachers' occupational field in minority areas. The study focuses on the connotation and cultivation of the three dimensions of intercultural communication among bilingual teachers, the social stability of intercultural communication ability to the minority areas, the improvement of the overall quality of education, the blending and inheritance of Chinese culture and their own national culture. The realization of bilingual education is of great value.
【作者单位】：新疆师范大学自治区重点文科基地新疆教师教育研究中心;
【基金】：国家社科基金“代际视野中新疆哈萨克族文化认同变迁研究”(16XMZ044)
【分类号】：G755.1

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