交互文化教育：基于文化差异类型的分析
发布时间：2019-01-08 16:17
【摘要】：随着城市化、全球化、信息化进程的加快,文化的多样性已经构成了当代社会的基本现实。教育如何应对这种文化多样性?一些国际组织和民族国家在原有多元文化教育的基础上逐渐形成了交互文化教育的理念和措施。在这个领域,研究者们也展开了多角度、多层面的探索,但是这些探索在一定程度上忽略了交互文化教育背后文化差异类型的多样性,以及这种多样性对交互文化教育政策和实践的实质性影响。因此,本论文主要从文化差异类型出发,描述和分析交互文化教育在目的、政策、学校实践等方面的策略和措施。 根据一些国际组织和国家的政策选择,本论文主要归纳和选择了种族、宗教、民族、移民、土著居民等区分文化差异的类型,分别进行了探讨。其中,基于种族差异的交互文化教育以消除歧视、谋求平等为目的,在法律上保障种族平等,实践中建立种族合校,强调非歧视性教学；基于宗教差异的交互文化教育以消除隔阂、走向宽容和理解为目的,积极创建安全的氛围,建立选择性的宗教课程；基于民族差异的交互文化教育以反对对抗、实现团结为目的,在法律上保障少数民族的教育权利,在实践中促进民族融合,强调教师具备多民族知识；基于移民的交互文化教育以反对同化、寻求融合为目的,逐渐从保留语言走向促进文化融合,从同化走向互动融合；基于土著居民的交互文化教育以去除压制、共享进步为目的,保障土著居民的权利,建立专门的土著学校,依托专业机构培训教师。 尽管这些类型的交互文化教育在目的定位、政策推进、学校实践等方面侧重点各有偏重,但也存在一些共同点：(1)它们开展的基本前提是拥有共同的国家认同；(2)都重视发挥政策法规的引领和推动作用；(3)在学校实践中都寻求课程的整合与互动；(4)注重塑成教师兼容并包的品性；(5)积极开拓家校合作,寻求社会层面多渠道的支持。 然而,交互文化教育也面临一些挑战：第一,文化价值判断的模糊性,第二,差异类型的不可调和性,第三,文化差异类型的复杂性。尽管如此,国际交互文化教育的探索对我国教育应对文化多样化也具有重要的启示,如明确我国文化差异的类型,综合教育政策、学校实践、教师培训等方面,整体推进交互文化教育的开展。
[Abstract]:With the development of urbanization, globalization and informatization, cultural diversity has become the basic reality of contemporary society. How does education respond to this cultural diversity? Some international organizations and nation-states have gradually formed the concept and measures of interactive cultural education on the basis of the original multicultural education. In this field, researchers have also carried out multi-angle and multi-level exploration, but to a certain extent, these explorations have neglected the diversity of cultural differences in the context of interactive cultural education. And the material influence of this diversity on the policy and practice of cross-cultural education. Therefore, this paper describes and analyzes the strategies and measures of interactive cultural education in terms of objectives, policies, school practices and so on, starting from the types of cultural differences. According to the policy choices of some international organizations and countries, this paper mainly sums up and selects the different types of cultural differences, such as race, religion, nationality, immigration, indigenous people, etc. Among them, inter-cultural education based on racial differences aims at eliminating discrimination and seeking equality, guarantees racial equality in law, establishes racial schools in practice, and emphasizes non-discriminatory teaching; Based on the religious differences, the interactive cultural education aims at eliminating the estrangement and moving towards tolerance and understanding, and actively creates a safe atmosphere and a selective religious curriculum. The purpose of interactive cultural education based on national differences is to oppose confrontation and realize unity, to protect the educational rights of ethnic minorities in law, to promote ethnic integration in practice, and to emphasize that teachers have multi-national knowledge; In order to oppose assimilation and seek integration, the interactive cultural education based on immigrants gradually moves from preserving language to promoting cultural integration and from assimilation to interactive integration. Cross-cultural education based on indigenous peoples aims at eliminating repression and sharing progress, safeguarding the rights of indigenous peoples, establishing specialized indigenous schools and training teachers with professional institutions. Although these types of cross-cultural education have their own emphases in the aspects of goal orientation, policy promotion, school practice and so on, they also have some common points: (1) their basic premise is to have a common national identity; (2) attach importance to giving full play to the leading and promoting role of policies and regulations; (3) seek the integration and interaction of curriculum in school practice; (4) pay attention to the inclusive character of teachers; (5) to actively develop home-school cooperation and seek social-level and multi-channel support. However, interactive cultural education also faces some challenges: first, the fuzziness of cultural value judgment, second, the irreconcilability of the type of difference, and thirdly, the complexity of the type of cultural difference. Nevertheless, the exploration of international cross-cultural education also has important implications for China's education in response to cultural diversity, such as defining the types of cultural differences in China, comprehensive educational policies, school practice, teacher training, and so on. Promote the development of interactive cultural education as a whole.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G40-05
本文编号：2404841
[Abstract]:With the development of urbanization, globalization and informatization, cultural diversity has become the basic reality of contemporary society. How does education respond to this cultural diversity? Some international organizations and nation-states have gradually formed the concept and measures of interactive cultural education on the basis of the original multicultural education. In this field, researchers have also carried out multi-angle and multi-level exploration, but to a certain extent, these explorations have neglected the diversity of cultural differences in the context of interactive cultural education. And the material influence of this diversity on the policy and practice of cross-cultural education. Therefore, this paper describes and analyzes the strategies and measures of interactive cultural education in terms of objectives, policies, school practices and so on, starting from the types of cultural differences. According to the policy choices of some international organizations and countries, this paper mainly sums up and selects the different types of cultural differences, such as race, religion, nationality, immigration, indigenous people, etc. Among them, inter-cultural education based on racial differences aims at eliminating discrimination and seeking equality, guarantees racial equality in law, establishes racial schools in practice, and emphasizes non-discriminatory teaching; Based on the religious differences, the interactive cultural education aims at eliminating the estrangement and moving towards tolerance and understanding, and actively creates a safe atmosphere and a selective religious curriculum. The purpose of interactive cultural education based on national differences is to oppose confrontation and realize unity, to protect the educational rights of ethnic minorities in law, to promote ethnic integration in practice, and to emphasize that teachers have multi-national knowledge; In order to oppose assimilation and seek integration, the interactive cultural education based on immigrants gradually moves from preserving language to promoting cultural integration and from assimilation to interactive integration. Cross-cultural education based on indigenous peoples aims at eliminating repression and sharing progress, safeguarding the rights of indigenous peoples, establishing specialized indigenous schools and training teachers with professional institutions. Although these types of cross-cultural education have their own emphases in the aspects of goal orientation, policy promotion, school practice and so on, they also have some common points: (1) their basic premise is to have a common national identity; (2) attach importance to giving full play to the leading and promoting role of policies and regulations; (3) seek the integration and interaction of curriculum in school practice; (4) pay attention to the inclusive character of teachers; (5) to actively develop home-school cooperation and seek social-level and multi-channel support. However, interactive cultural education also faces some challenges: first, the fuzziness of cultural value judgment, second, the irreconcilability of the type of difference, and thirdly, the complexity of the type of cultural difference. Nevertheless, the exploration of international cross-cultural education also has important implications for China's education in response to cultural diversity, such as defining the types of cultural differences in China, comprehensive educational policies, school practice, teacher training, and so on. Promote the development of interactive cultural education as a whole.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G40-05
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