新疆汉族、维吾尔族、哈萨克族教师课堂教学差异的文化探源
发布时间：2018-12-31 20:53
【摘要】： 课堂是教师文化展现的重要场所,本文试图从文化的视角来关照教师的课堂教学,将不同文化背景下的教师课堂教学现实情景进行呈现,并在此基础上探讨不同民族教师课堂教学差异背后的文化缘由,深入的认识和了解教师课堂教学的文化根基,思考教师在成长与发展过程中是否需要一种文化底蕴作为支撑。 本研究分为四个部分: 第一部分:引言。本部分从论文所要研究的问题出发,初步分析了教师课堂教学研究的意义,并对国内外有关课堂教学研究的现状进行了梳理。 第二部分:汉族、维吾尔族、哈萨克族教师课堂教学的情景呈现。从教师课堂教学的五个主要环节出发,将不同民族文化下的课堂教学现实情景进行呈现与比较。 第三部分:汉族、维吾尔族、哈萨克族教师课堂教学差异的文化探源。该部分是在前一部分的基础上进一步的思考,运用艾德加·沙因(Schein,1985)提出的组织文化模型,从人工制品、价值和基本假设三个层面探寻汉族、维吾尔族、哈萨克族教师课堂教学差异背后的文化缘由。 第四部分:基于汉族、维吾尔族、哈萨克族教师课堂教学差异的文化反思。该部分主要是在前述分析的基础上,认识到不同民族教师的课堂教学都深深地打上了本民族的文化烙印。使笔者意识到:寻求各民族教师课堂教学的差异并不是本研究的终结,更重要的是从对这些差异的分析中,反思文化对教师成长与发展所产生的影响作用。该部分主要进行了两点反思,一是针对不同民族教师的成长与发展是否需要考虑本民族文化的影响进行了反思,二是在明确了不同文化对不同民族教师的成长与发展中具有重要影响的基础上,尝试从文化人类学的视角来反思新疆少数民族教师成长与发展的路径。
[Abstract]:Classroom is an important place to show teachers' culture. This paper tries to take care of teachers' classroom teaching from the perspective of culture, and presents the actual situation of teachers' classroom teaching under different cultural backgrounds. On this basis, this paper probes into the cultural reasons behind the differences in classroom teaching between teachers from different nationalities, deeply understands and understands the cultural foundation of teachers' classroom teaching, and considers whether teachers need a kind of cultural background as support in the process of their growth and development. This research is divided into four parts: the first part: introduction. This part analyzes the significance of teachers' classroom teaching research from the point of view of the problems to be studied in this paper, and combs the current situation of classroom teaching research at home and abroad. The second part: the situation of classroom teaching of Han, Uygur and Kazakh teachers. Based on the five main links of teachers' classroom teaching, the present situation of classroom teaching under different national cultures is presented and compared. The third part: the cultural origin of classroom teaching differences among Han, Uygur and Kazakh teachers. This part is based on the former part of the further thinking, using the organizational culture model proposed by Schein,1985, from the artifact, value and basic assumptions to explore the Han nationality, Uygur, The cultural reasons behind the differences in classroom teaching of Kazakh teachers. Part four: cultural reflection based on the differences of classroom teaching among Han, Uygur and Kazakh teachers. On the basis of the above analysis, this part recognizes that the classroom teaching of teachers from different nationalities is deeply branded with the culture of their own nation. It makes the author realize that seeking the differences in classroom teaching of teachers from different nationalities is not the end of this study, but more importantly, from the analysis of these differences, reflecting on the influence of culture on the growth and development of teachers. In this part, there are two main reflections, one is whether the growth and development of teachers of different nationalities need to consider the influence of their own culture. Secondly, on the basis of clarifying the important influence of different cultures on the growth and development of teachers of different nationalities, this paper attempts to reflect on the path of the growth and development of ethnic minority teachers in Xinjiang from the perspective of cultural anthropology.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G752.4
本文编号：2397096
[Abstract]:Classroom is an important place to show teachers' culture. This paper tries to take care of teachers' classroom teaching from the perspective of culture, and presents the actual situation of teachers' classroom teaching under different cultural backgrounds. On this basis, this paper probes into the cultural reasons behind the differences in classroom teaching between teachers from different nationalities, deeply understands and understands the cultural foundation of teachers' classroom teaching, and considers whether teachers need a kind of cultural background as support in the process of their growth and development. This research is divided into four parts: the first part: introduction. This part analyzes the significance of teachers' classroom teaching research from the point of view of the problems to be studied in this paper, and combs the current situation of classroom teaching research at home and abroad. The second part: the situation of classroom teaching of Han, Uygur and Kazakh teachers. Based on the five main links of teachers' classroom teaching, the present situation of classroom teaching under different national cultures is presented and compared. The third part: the cultural origin of classroom teaching differences among Han, Uygur and Kazakh teachers. This part is based on the former part of the further thinking, using the organizational culture model proposed by Schein,1985, from the artifact, value and basic assumptions to explore the Han nationality, Uygur, The cultural reasons behind the differences in classroom teaching of Kazakh teachers. Part four: cultural reflection based on the differences of classroom teaching among Han, Uygur and Kazakh teachers. On the basis of the above analysis, this part recognizes that the classroom teaching of teachers from different nationalities is deeply branded with the culture of their own nation. It makes the author realize that seeking the differences in classroom teaching of teachers from different nationalities is not the end of this study, but more importantly, from the analysis of these differences, reflecting on the influence of culture on the growth and development of teachers. In this part, there are two main reflections, one is whether the growth and development of teachers of different nationalities need to consider the influence of their own culture. Secondly, on the basis of clarifying the important influence of different cultures on the growth and development of teachers of different nationalities, this paper attempts to reflect on the path of the growth and development of ethnic minority teachers in Xinjiang from the perspective of cultural anthropology.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G752.4
【引证文献】
相关硕士学位论文 前2条
1 魏文宣;新疆南疆三地州维吾尔族大学生物理实验课学习意志品质研究[D];喀什师范学院;2011年
2 白春玲;基于民族文化发展的角度论新疆美术校本课程开发[D];新疆师范大学;2010年
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