民族地区学校教师的文化回应教学研究

发布时间：2018-09-11 08:26

【摘要】：本研究致力于在确立本土语境中的文化回应教学的基础上,探讨我国民族地区学校中什么样的教师能够实施文化回应教学的问题。对此问题的回答需要从三个方面进行,即“民族地区学校实施文化回应教学是否有必要”、“什么是本土语境中的文化回应教学”、“教师实施文化回应教学需要具备哪些特质”。在历史研究的基础上,笔者采用民族志研究,通过为期一个月的田野调查,试图对以上问题做出回答。本研究在明确了实施文化回应教学的必要性和可能性,以及与国外相关理论的异同点的前提下,对文化回应教学重新进行了界定。通过研究发现,研究现场具有国外研究发现的文化回应教学特质的课堂教学,但其同时具有区别于国外相关理论与实践研究的独特性。而相对于文化回应教学的应然建构而言,当下的文化回应教学亦有其局限,并由此提出了文化回应型教师及其多元文化特质。本研究报告共有五个部分组成:第一部分是绪论,主要介绍了选题来源、研究目的及意义、文献综述、概念界定、理论基础和研究策略思路等。第二部分是实施文化回应教学的社会历史背景。首先,笔者对我国自近代化以来的民族文教政策进行了梳理,从而在宏观历史背景的层面明确了我国从近代化以来的民族文教政策总体上是沿革了尊重和发展民族文化的历史传统。接着,笔者列举了美国在处理多种族文化教育问题的举措。文化回应教学法就是其中的一项有关多元文化教育的教学理论。然后,笔者对理论迁移的可能性进行了阐述,并提出了实施文化回应教学的必要性。第三部分主要论述了调研学校课堂教学中的文化回应教学现状。此部分以文化回应的三个内容作为论述框架对田野调查的素材进行了呈现与分析。笔者在结合了国内外相关理论与田野调查资料的分析结果的基础上对本研究的“文化回应教学”进行了界定,指出了文化回应教学的理论基础、教学目标、教学程序、辅助条件和评价标准。第四部分主要包括两个方面,一是对本研究中的文化回应的内容与方式进行了阐释。文化回应的内容包括族群文化、阶层文化和生成文化。文化回应的方式包括反应、引导和指正。二是对实施文化回应教学的教师(即文化回应型教师)所需具备的多元文化特质进行了论述。文化回应型教师所需具备的特质包括多元文化意识、多元文化知识和多元文化技能。第五部分则是对本研究结论的总结和整个研究的反思。研究结论部分在对上文的论述内容进行了简要概括后对本研究的研究问题进行了回应。同时对教师课堂教学中的文化选择问题做了拓展讨论。反思部分则是包括了对个人做田野的能力、民族志的写作以及涉及的“理论”问题的思考。
[Abstract]:Based on the establishment of cultural response teaching in local context, this study aims to explore what kind of teachers can implement cultural response teaching in schools in minority areas of China. The answer to this question needs to be carried out from three aspects: "is it necessary for schools in minority areas to implement cultural response teaching" and "what is cultural response teaching in local context"? What characteristics do teachers need to have to implement cultural response teaching? On the basis of historical research, the author tries to answer the above questions by using ethnographic research and field investigation for one month. On the premise of making clear the necessity and possibility of implementing cultural response teaching and the similarities and differences between cultural response teaching and foreign relevant theories, this study redefines cultural response teaching. Through the research, it is found that the research site has the characteristics of cultural response teaching found by foreign research, but at the same time, it is different from the relevant theoretical and practical research in foreign countries. Compared with the natural construction of cultural response teaching, the present cultural response teaching also has its limitations, and thus puts forward the cultural response teachers and their multicultural characteristics. This paper consists of five parts: the first part is the introduction, which mainly introduces the origin of the topic, the purpose and significance of the research, the literature review, the definition of the concept, the theoretical basis and the thinking of the research strategy. The second part is the social and historical background of cultural response teaching. First of all, the author has combed the policy of national culture and education since the modernization of our country. Therefore, on the level of macroscopic historical background, it is clear that the policy of national culture and education in our country since modernization is the historical tradition of respecting and developing national culture. Then, the author enumerates the measures that the United States has taken to deal with the problem of multi-racial culture and education. The cultural response teaching method is one of the teaching theories about multicultural education. Then, the author expounds the possibility of theoretical transfer and puts forward the necessity of cultural response teaching. The third part mainly discusses the present situation of cultural response teaching in classroom teaching. This part takes the three contents of cultural response as the frame to present and analyze the materials of field investigation. On the basis of combining the relevant theories at home and abroad and the analysis results of field investigation data, the author defines the cultural response teaching in this study, and points out the theoretical basis, teaching objectives and teaching procedures of cultural response teaching. Auxiliary conditions and evaluation criteria. The fourth part mainly includes two aspects, one is to explain the content and the way of the cultural response in this study. The contents of cultural response include ethnic culture, stratum culture and generative culture. Cultural responses include response, guidance and correction. The second is to discuss the multiculturalism of the teachers (i.e. the teachers of cultural response) who carry out the cultural response teaching. The characteristics of cultural responsive teachers include multicultural awareness, multicultural knowledge and multicultural skills. The fifth part is the conclusion of this study and the reflection of the whole study. In the part of the research conclusion, the author gives a brief summary of the contents of this study. At the same time, the author discusses the problem of cultural choice in classroom teaching. The reflection part includes thinking about the ability of the individual to do the field, the writing of ethnography and the problems of "theory" involved.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G752

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