培养教师的多元文化素养—威斯康星大学麦迪逊分校基础教育项目研究
发布时间：2018-11-21 06:56
【摘要】：教师的质量高低影响教育的质量的高低,教师教育的质量高低影响教师的质量高低。因此,教育改革,教师教育质量的提升是关键。我国是个多民族的国家,且随着社会的发展,学校里学生的文化多元性日益凸显,教师面临着多元文化的挑战。而在我国当前教师教育尤其是民族地区的高等师范类院校中,对教师的多元文化素养关注不多,教师多元文化素养的很少被视为培养目标。美国的职前教师教育最早关注教师多元文化素养的培养,有着比较成熟的培养理念、培养方式和具体措施。威斯康星-麦迪逊基础教育项目所设计实施的培养计划,基于多元文化的教师教育理念与培养目标、注重考察参与者的多元文化背景、旨在满足学习者的多样化需求、设置多元文化课程、加强建立大学与中小学紧密合作伙伴联系、充分结合社区资源等等举措,在训练学生成为具备多元文化素养的教师方面积累了非常丰富的经验,值得我国民族地区高等师范院校的职前教师教育反思和借鉴。本论文立足于我国民族地区职前教师多元文化素养的培养现状,选取威斯康星-麦迪逊的基础教育项目为案例,对其培养教师多元文化素养的各个方面进行分析。主要内容有:(1)项目出台的背景,包括理论基础、社会文化的多样性趋势、多元文化教育的发展;(2)项目致力于社会公平的项目理念、注重教师多元文化素养培养的课程及支持系统;(3)项目的运作情况,包括关注多元文化素养考察的招生、提供多元文化场域的教学实习以及强调多元文化素养的评估等方面;(4)项目的特征及实施成效:关注社会公平、尊重文化多样性、推崇探究式教学和实施文化敏感性教学。及其适应美国多元文化社会发展、丰富教师教育理论、指导教师专业发展、增强教师多元文化教学素养等实施成效;(5)我国高等师范院校尤其是民族地区职前教师教育在培养教师多元文化素养方面存在的问题,以及威斯康星-麦迪逊基础教育项目对我国民族地区培养教师的多元文化素养值得借鉴之处。研究发现,我国民族地区职前教师的多元文化素养可以从以下几个方面入手:重组课程融入多元文化理念、提高高校师者的多元文化素养、教育实习的多样化与规范化、建立支持校园多元文化环境的资源系统。
[Abstract]:The quality of teachers affects the quality of education, and the quality of teacher education affects the quality of teachers. Therefore, the education reform, the teacher education quality enhancement is the key. China is a multi-ethnic country, and with the development of society, the cultural diversity of students in schools is increasingly prominent, and teachers are facing the challenge of multiculturalism. However, in the current teacher education in our country, especially in the higher normal colleges in ethnic areas, there is not much attention to the multicultural literacy of teachers, and the multicultural literacy of teachers is rarely regarded as the training goal. Pre-service teacher education in the United States was the first to pay attention to the cultivation of teachers' multicultural literacy, with more mature training ideas, training methods and specific measures. The Wisconsin-Madison basic Education Program is designed and implemented in order to meet the diverse needs of learners, based on multicultural teacher education concepts and goals, focusing on the multicultural background of participants. Such initiatives as setting up multicultural courses, strengthening the establishment of close partnership between universities and primary and secondary schools, fully integrating community resources, and so on, have accumulated very rich experience in training students to become teachers with multicultural literacy. It is worthy of reflection and reference of pre-service teacher education in normal colleges and universities in minority areas of our country. This paper is based on the present situation of cultivation of multiculturalism of pre-service teachers in ethnic areas of our country, and analyzes the various aspects of cultivating teachers' multicultural literacy by taking Wisconsin Madison's basic education project as a case study. The main contents are as follows: (1) the background of the project, including the theoretical basis, the trend of social and cultural diversity, and the development of multicultural education; (2) the project is devoted to the project concept of social equity, and pays attention to the curriculum and support system of the cultivation of teachers' multicultural literacy; (3) the operation of the project, including paying attention to the enrollment of multicultural literacy inspection, providing teaching practice in multicultural field and emphasizing the evaluation of multicultural literacy; (4) the characteristics and effect of the project: paying attention to social equity, respecting cultural diversity, advocating inquiry teaching and implementing culturally sensitive teaching. To adapt to the development of multicultural society in the United States, to enrich the theory of teacher education, to guide the professional development of teachers, and to enhance teachers' multicultural teaching literacy. (5) the problems of pre-service teacher education in teachers' colleges and universities, especially in ethnic areas, in cultivating teachers' multicultural literacy; And the Wisconsin-Madison basic education project can be used for reference to cultivate teachers' multi-cultural literacy in ethnic areas of our country. It is found that the multiculturalism of pre-service teachers in minority areas of our country can be started from the following aspects: reorganizing the curriculum into the concept of multiculturalism, improving the multicultural literacy of teachers in colleges and universities, and diversifying and standardizing the educational practice. Establish a resource system that supports the multicultural environment on campus.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G659.712
本文编号：2346230
[Abstract]:The quality of teachers affects the quality of education, and the quality of teacher education affects the quality of teachers. Therefore, the education reform, the teacher education quality enhancement is the key. China is a multi-ethnic country, and with the development of society, the cultural diversity of students in schools is increasingly prominent, and teachers are facing the challenge of multiculturalism. However, in the current teacher education in our country, especially in the higher normal colleges in ethnic areas, there is not much attention to the multicultural literacy of teachers, and the multicultural literacy of teachers is rarely regarded as the training goal. Pre-service teacher education in the United States was the first to pay attention to the cultivation of teachers' multicultural literacy, with more mature training ideas, training methods and specific measures. The Wisconsin-Madison basic Education Program is designed and implemented in order to meet the diverse needs of learners, based on multicultural teacher education concepts and goals, focusing on the multicultural background of participants. Such initiatives as setting up multicultural courses, strengthening the establishment of close partnership between universities and primary and secondary schools, fully integrating community resources, and so on, have accumulated very rich experience in training students to become teachers with multicultural literacy. It is worthy of reflection and reference of pre-service teacher education in normal colleges and universities in minority areas of our country. This paper is based on the present situation of cultivation of multiculturalism of pre-service teachers in ethnic areas of our country, and analyzes the various aspects of cultivating teachers' multicultural literacy by taking Wisconsin Madison's basic education project as a case study. The main contents are as follows: (1) the background of the project, including the theoretical basis, the trend of social and cultural diversity, and the development of multicultural education; (2) the project is devoted to the project concept of social equity, and pays attention to the curriculum and support system of the cultivation of teachers' multicultural literacy; (3) the operation of the project, including paying attention to the enrollment of multicultural literacy inspection, providing teaching practice in multicultural field and emphasizing the evaluation of multicultural literacy; (4) the characteristics and effect of the project: paying attention to social equity, respecting cultural diversity, advocating inquiry teaching and implementing culturally sensitive teaching. To adapt to the development of multicultural society in the United States, to enrich the theory of teacher education, to guide the professional development of teachers, and to enhance teachers' multicultural teaching literacy. (5) the problems of pre-service teacher education in teachers' colleges and universities, especially in ethnic areas, in cultivating teachers' multicultural literacy; And the Wisconsin-Madison basic education project can be used for reference to cultivate teachers' multi-cultural literacy in ethnic areas of our country. It is found that the multiculturalism of pre-service teachers in minority areas of our country can be started from the following aspects: reorganizing the curriculum into the concept of multiculturalism, improving the multicultural literacy of teachers in colleges and universities, and diversifying and standardizing the educational practice. Establish a resource system that supports the multicultural environment on campus.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G659.712
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