甘南地区藏汉双语师资现状分析及对策研究
发布时间：2018-12-13 23:19
【摘要】：2015年8月,教育部和国家民委在北京联合召开了第六次全国民族教育工作会议,会前,国务院印发了《关于加快发展民族教育的决定》(以下简称《决定》),指出民族教育的突出问题是双语师资不足。《决定》指出到2020年,民族地区教育整体发展水平及主要指标接近或达到全国平均水平,国家通用语言文字教育基础薄弱地区学前教育阶段基本普及两年双语教育,义务教育阶段全面普及双语教育。通过近二十年的民族地区双语教学改革与实践探索,发现双语教师队伍数量不足和质量不高的问题是制约民族地区双语教育的重要因素。这些年来,甘南地区的各项事业发展很快,尤其是教育事业有了长足的进步,但与形势发展的要求相比,藏汉双语教育还比较落后。在系统熟悉国内外有关人才理论、双语教育理论的基础上,在详细收集国内其他地区藏汉双语教育资料的前提下,多次深入甘南藏区,通过对教育管理部门、各类学校、部分藏民多次调研的基础上,对甘南地区藏汉双语师资需求情况作了初步的研究和探讨。本文通过对甘南地区藏汉双语教师的基本情况、专业素质等双语教师队伍建设现状的实地考察,对甘南地区的双语师资人才需求进行了定量和定性分析理论上丰富了藏族地区双语教育方面的理论知识,为今后少数民族地区双语师资发展的深入研究提供了便利和借鉴。实践上有利于解决藏汉双语教学中存在的问题,提高双语师资水平,促进双语教师的专业化发展,更大程度上培养少数民族双语人才。本研究运用文献法、调查法、比较分析法,对甘南地区的中小学藏汉双语师资现状进行分析,并和全国平均水平进行比较,总结出现甘南地区藏汉双语师资在发展中存在的一系列问题,分析问题原因所在,探讨如何建立一支优秀的双语教师队伍,为解决这些问题提供可行的建议和策略。其中发现的问题包括:师资数量不足;师资学科结构性缺乏;师资素质参差不齐;师资引进难,优秀教师流失严重;师资培训不足。通过分析其产出的原因,最后提出解决这些问题的相应对策:提高藏汉双语师资队伍建设的认识;完善双语师资队伍建设保证体系;通过扩大队伍,提高素质,搞好培训,提高待遇等方式切实抓好藏汉双语师资队伍建设。
[Abstract]:In August 2015, the Ministry of Education and the State people's Commission jointly convened the sixth National Conference on ethnic Education in Beijing. Prior to the meeting, the State Council issued and issued the decision on accelerating the Development of ethnic Education (hereinafter referred to as "the decision"). It is pointed out that the outstanding problem of ethnic education is the shortage of bilingual teachers. It is pointed out that by 2020, the overall development level and main indicators of education in ethnic minority areas are close to or up to the national average. In areas with weak foundation of national common language education, two years of bilingual education are basically popularized in preschool education, and bilingual education is popularized in compulsory education. Through the reform and practice of bilingual teaching in ethnic minority areas in the past two decades, it is found that the shortage of the number and quality of bilingual teachers is an important factor restricting bilingual education in ethnic minority areas. Over the years, various undertakings in Gannan region have developed rapidly, especially in education, but compared with the requirements of the development of the situation, Tibetan and Chinese bilingual education is still relatively backward. On the basis of systematic familiarity with the theories of talent and bilingual education at home and abroad, and on the premise of collecting in detail the information on Tibetan and Chinese bilingual education in other parts of the country, we went deep into the Tibetan region of Gannan many times, through the education management departments and schools of all kinds. On the basis of many investigations by some Tibetans, this paper makes a preliminary study and discussion on the demand of Tibetan and Chinese bilingual teachers in Gannan region. This paper investigates the present situation of Tibetan and Chinese bilingual teachers in Gannan region and their professional quality. The quantitative and qualitative analysis of the demand for bilingual teachers in Gannan region enriches the theoretical knowledge of bilingual education in Tibetan areas theoretically, and provides convenience and reference for the further study of bilingual teachers in ethnic minority areas in the future. In practice, it is helpful to solve the problems existing in Tibetan and Chinese bilingual teaching, to improve the level of bilingual teachers, to promote the professional development of bilingual teachers, and to train ethnic minority bilingual talents to a greater extent. The present situation of Tibetan and Chinese bilingual teachers in middle and primary schools in Gannan is analyzed by literature, investigation and comparative analysis, and compared with the national average. This paper summarizes a series of problems existing in the development of Tibetan and Chinese bilingual teachers in Gannan region, analyzes the causes of the problems, and probes into how to establish an excellent bilingual teachers' team to provide feasible suggestions and strategies for solving these problems. The problems found include: the shortage of teachers; the lack of teachers' discipline structure; the uneven quality of teachers; the difficulty of introducing teachers and the serious loss of excellent teachers; and the shortage of teacher training. Through the analysis of the reasons of its output, the corresponding countermeasures to solve these problems are put forward: to improve the understanding of the construction of Tibetan and Chinese bilingual teachers, to perfect the guarantee system of the construction of bilingual teachers; The construction of Tibetan and Chinese bilingual teachers should be carried out by enlarging the ranks, improving the quality, improving the training and improving the treatment.
【学位授予单位】：西北民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G755.1
本文编号：2377435
[Abstract]:In August 2015, the Ministry of Education and the State people's Commission jointly convened the sixth National Conference on ethnic Education in Beijing. Prior to the meeting, the State Council issued and issued the decision on accelerating the Development of ethnic Education (hereinafter referred to as "the decision"). It is pointed out that the outstanding problem of ethnic education is the shortage of bilingual teachers. It is pointed out that by 2020, the overall development level and main indicators of education in ethnic minority areas are close to or up to the national average. In areas with weak foundation of national common language education, two years of bilingual education are basically popularized in preschool education, and bilingual education is popularized in compulsory education. Through the reform and practice of bilingual teaching in ethnic minority areas in the past two decades, it is found that the shortage of the number and quality of bilingual teachers is an important factor restricting bilingual education in ethnic minority areas. Over the years, various undertakings in Gannan region have developed rapidly, especially in education, but compared with the requirements of the development of the situation, Tibetan and Chinese bilingual education is still relatively backward. On the basis of systematic familiarity with the theories of talent and bilingual education at home and abroad, and on the premise of collecting in detail the information on Tibetan and Chinese bilingual education in other parts of the country, we went deep into the Tibetan region of Gannan many times, through the education management departments and schools of all kinds. On the basis of many investigations by some Tibetans, this paper makes a preliminary study and discussion on the demand of Tibetan and Chinese bilingual teachers in Gannan region. This paper investigates the present situation of Tibetan and Chinese bilingual teachers in Gannan region and their professional quality. The quantitative and qualitative analysis of the demand for bilingual teachers in Gannan region enriches the theoretical knowledge of bilingual education in Tibetan areas theoretically, and provides convenience and reference for the further study of bilingual teachers in ethnic minority areas in the future. In practice, it is helpful to solve the problems existing in Tibetan and Chinese bilingual teaching, to improve the level of bilingual teachers, to promote the professional development of bilingual teachers, and to train ethnic minority bilingual talents to a greater extent. The present situation of Tibetan and Chinese bilingual teachers in middle and primary schools in Gannan is analyzed by literature, investigation and comparative analysis, and compared with the national average. This paper summarizes a series of problems existing in the development of Tibetan and Chinese bilingual teachers in Gannan region, analyzes the causes of the problems, and probes into how to establish an excellent bilingual teachers' team to provide feasible suggestions and strategies for solving these problems. The problems found include: the shortage of teachers; the lack of teachers' discipline structure; the uneven quality of teachers; the difficulty of introducing teachers and the serious loss of excellent teachers; and the shortage of teacher training. Through the analysis of the reasons of its output, the corresponding countermeasures to solve these problems are put forward: to improve the understanding of the construction of Tibetan and Chinese bilingual teachers, to perfect the guarantee system of the construction of bilingual teachers; The construction of Tibetan and Chinese bilingual teachers should be carried out by enlarging the ranks, improving the quality, improving the training and improving the treatment.
【学位授予单位】：西北民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G755.1
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