美国蒙大拿州印第安文化课程资源开发及其启示

发布时间：2018-06-20 02:57

本文选题：美国 + 印第安人　；参考：《西南大学》2008年硕士论文

【摘要】： 课程与文化休戚相关.随着多元文化教育理念的深入贯彻,这就要求原本被主流文化“霸占”的学校课程必须要接纳少数民族文化.课程的改革必须以课程资源作为改革基础。美国蒙大拿州印地安教育是在“全民印第安教育”理念的指引下开展的,其印第安文化课程资源开发是展开“全民印第安教育”理念的重要步骤,为蒙大拿州在教育中满足学生的文化需要、有效达成各学科课程目标和培养学生的多元文化意识方面担负着重要作用.本研究通过描述美国蒙大拿州印地安文化课程资源开发的历程,阐释其理论构建,展现其成果的实施,并分析其成效,从而为我国的少数民族教育和多元文化教育实践提供借鉴. 本研究共分为六个部分: 第一部分:前言部分,论述了本研究的缘起、文献综述和本研究设计; 第二部分:描述了美国蒙大拿州印第安人文化课程资源开发的历程; 第三部分:从理论建构基础和理论的建构成果方面阐述了美国蒙大拿州印第安人文化课程资源开发的理论构建,为展示蒙大拿州印第安人文化课程资源开发实践奠定理论基础; 第四部分:从理念的转化、预期目标的设定、具体工作的展开、人力资源的配合、评价与反馈五个方面展现了美国蒙大拿州印第安人文化课程资源开发的实施成果; 第五部分:对美国蒙大拿州印第安人文化课程资源开发的成效进行了分析,指出了其获得的已有经验,同时还总结出其得到的教训; 第六部分:在充分理解蒙大拿州印第安人文化课程资源开发的基础之上,结合我国少数民族教育和多元文化课程开发的实践情况进行反思,以期对我国的少数民族教育和多元文化课程实践提供启示和借鉴。
[Abstract]:The curriculum is closely related to culture. With the thorough implementation of the concept of multicultural education, it requires that the school curriculum, which was originally occupied by mainstream culture, must accept minority culture. Curriculum reform must be based on curriculum resources. Indian education in Montana was carried out under the guidance of the concept of "Indian Education for all", and the development of curriculum resources for Indian culture is an important step in developing the concept of "Indian Education for all". Montana plays an important role in meeting the cultural needs of students in education, effectively achieving the curriculum objectives of various subjects and cultivating students' multicultural consciousness. This study describes the course of the development of Indian culture curriculum resources in Montana, explains its theoretical construction, shows the implementation of its achievements, and analyzes its effectiveness. So as to provide reference for the practice of minority education and multicultural education in our country. This study is divided into six parts: the first part: the preface, the origin of this study is discussed. Literature review and research design; part two: describing the course of development of Indian culture curriculum resources in Montana, USA; part three: the foundation of theoretical construction and the construction of theory In terms of composition, this paper expounds the theoretical construction of the development of Indian culture curriculum resources in Montana, the United States of America. In order to show the Montana Indian culture curriculum resources development practice lay a theoretical foundation; part four: from the concept of transformation, the setting of expected goals, the development of specific work, human resources cooperation, Five aspects of evaluation and feedback show the implementation results of the development of Indian culture curriculum resources in Montana, the fifth part: the analysis of the effectiveness of the development of Indian culture curriculum resources in Montana. At the same time, it summarizes the lessons learned. Part VI: on the basis of fully understanding the development of Indian culture curriculum resources in Montana, Combined with the practice of minority education and multicultural curriculum development in China, this paper makes a reflection on the practice of minority education and multicultural curriculum in order to provide enlightenment and reference to the practice of minority education and multicultural curriculum in China.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G571.2

【引证文献】