美国多元文化教师教育项目研究

发布时间：2018-01-20 10:11

本文关键词： 美国多元文化教师教育项目　出处：《西南大学》2012年硕士论文　论文类型：学位论文

【摘要】：20世纪60年代,美国的民族复兴运动催生了多元文化教育思潮。为保障各少数族裔学生受教育的平等权利,教育者倡导实施多元文化教育改革。面对教室里日益多样性的学生,教师需要为他们提供相对公平的教育。无论学生的种族、民族、语言、社会经济地位、性别如何,都要求教师能有效实施多元文化教育。然而面对这种需求,多数教师实施多元文化教育的能力却有限,因此多元文化教育和教师教育相结合,催生了多元文化教师教育。经过多年的发展,美国多元文化教师教育已经凸显出自己的特色：形成了相对成熟的多元文化教师教育理论,开展了富有特色的多元文化教师教育实践。美国的中小学教师主要由各类教师教育项目培养而成,因此本课题以美国多元文化教师教育项目为研究对象,探讨当前美国多元文化教师教育实践。主要围绕以下几个问题进行研究：美国多元文化教师教育项目是如何产生和发展的?其基本理念如何?培养目标、课程、内容、方法如何?多元文化教师教育项目开展的实效性如何?我们应该怎样认识与评价美国这一新形势下的多元文化教师教育项目?这对于认识和反思我国多元文化教师培养现状有何启示? 围绕以上几个问题,本课题主要分为以下部分：导论部分主要为问题提出、文献综述、核心概念界定、以及研究概述,介绍本课题的来源与研究背景。第一部分分析了美国多元文化教师教育项目的形成,主要对项目产生的社会背景、中小学多元文化教育现状,同时按时间顺序纵向观察项目发展历史。第二部分探讨了多元文化教师教育项目的基本理念。主要分析几种多元文化主义和社会正义理念,其中社会正义理念为多元文化教师教育项目的核心理念。第三部分从静态层面对美国多元文化教师教育项目进行全面剖析,阐释了项目目标、课程开发的原则、模式、教材和学习资料以及课程实施途径等,初步呈现项目组成元素。第四部分从动态层面考察美国多元文化教师教育项目的运作情况,了解项目人员构成,分析项目运作过程,包括教学策略、教学实习,并分析项目评估等方面。第五部分进行美国多元文化教师教育项目运行的实效性考察,分析其主要成就、面临的问题和未来发展趋势。最后一部分是启示和借鉴,分析美国多元文化教师教育项目对我国教师教育借鉴的适用程度和范围,并提出对我国教师教育项目的改进建议。最后对本课题进行总结、概述研究成果、不足和以后努力的方向。
[Abstract]:In 1960s, the national rejuvenation movement in the United States gave birth to the trend of multicultural education, in order to guarantee the equal rights of minority students to receive education. Educators advocate the implementation of multicultural education reform. Facing the increasingly diverse students in the classroom, teachers need to provide them with a relatively fair education, regardless of their race, nationality, language, social and economic status. However, the ability of most teachers to carry out multicultural education is limited, so multicultural education and teacher education are combined. It gave birth to multicultural teacher education. After years of development, multicultural teacher education in the United States has highlighted its own characteristics: the formation of a relatively mature multicultural teacher education theory. The American primary and secondary school teachers are mainly trained by all kinds of teacher education projects, so this topic takes the American multicultural teacher education project as the research object. This paper discusses the current practice of multicultural teacher education in the United States. It mainly focuses on the following questions: how did the multicultural teacher education project in the United States come into being and develop? What are the basic ideas? What are the training objectives, courses, content and methods? What is the effectiveness of the multicultural teacher education project? How should we recognize and evaluate the multicultural teacher education program in the United States under this new situation? What is the enlightenment to the understanding and reflection of the status quo of multicultural teacher training in China? Around the above several questions, this topic is divided into the following parts: The introduction is mainly about the problem, literature review, definition of core concepts, and research overview, and introduces the origin and research background of this topic. The first part analyzes the formation of the American multicultural teacher education project, the social background of the project, the status quo of multicultural education in primary and secondary schools, and the development history of the project in the order of time. The second part discusses the basic idea of the multicultural teacher education project, mainly analyzes several kinds of multiculturalism and social justice idea, among which the social justice idea is the core idea of the multicultural teacher education project. The third part makes a comprehensive analysis of the multicultural teacher education projects in the United States from the static level, and explains the project objectives, the principles of curriculum development, models, teaching materials and learning materials, as well as the implementation of the curriculum. Preliminary presentation of project elements. The 4th part examines the operation of the multicultural teacher education project in the United States from the dynamic aspect, understands the project personnel composition, analyzes the project operation process, including teaching strategy, teaching practice. And analyze the project evaluation and other aspects. In the 5th part, the author investigates the effectiveness of the multicultural teacher education program in the United States, and analyzes its main achievements, problems and future development trends. The last part is the enlightenment and reference, and analyzes the application and scope of the multicultural teacher education project in the United States to the reference of teacher education in our country. Finally, the author summarizes this topic, summarizes the research results, shortcomings and the direction of future efforts.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G659.712

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