蒙古族聚居区小学阶段母语教育的效用研究
发布时间：2018-08-14 14:03
【摘要】：蒙古族是一个富有传奇历史色彩的民族,千百年来,蒙古族过着“逐水草而徙”的游牧生活。蒙古族人民在长期的发展历程中创造了灿烂的民族文化,它凝结了蒙古族人民的民族情感与民族精神。文化的传承依靠教育,蒙古族学校教育在传承蒙古族历史文化、培养蒙古族人才、实现蒙古民族的长久发展方面起到了决定性作用。然而,近年来,越来越多的蒙古族学生放弃进入民族学校学习民族语言,内蒙古地区的民族母语教育也由于多种主客观因素的限制而蕴藏着巨大的危机,蒙古族学校使用母语传承民族文化的功能越来越难以延续。小学阶段是蒙古族学生接受母语教育的关键时期,如果一个孩子从小学阶段就放弃了本民族语言的学习,那么他绝对不会在日后的求学过程中重新接受民族语言教学。本研究以问卷、访谈和田野观察等实证方法为主,结合文献分析等研究方法,立足于蒙古族聚居区小学阶段母语教育的效用问题,从教育学、社会学、语言学等多重视角探究在社会变迁的过程中蒙古族小学的动态发展趋势以及蒙古族学生在文化变迁的背景下对民族文化的取舍取向,深入论证并分析蒙古族学生放弃本民族语言文化学习的原因以及蒙古族小学自身发展存在的问题,找出蒙古族小学继续生存和发展的突破口,实现民族教育的可持续发展,保护中华文化的多样性和丰富性。研究认为,由于城市化进程的加快,蒙汉混居的日益加深、物质追求蒙蔽下文化短视行为的蔓延、民族情感和民族观念的转变、“撤点并校”政策后遗症的展现、民族学校自身发展动力不足、基层蒙语教师队伍建设环节薄弱以及学生负担过重等多重原因导致蒙古族母语教学学校日益减少,选择民族语言文化教学的学生数量持续走低,蒙古族语言文化的传承面临危机。为此,政府和蒙古族人民都应当保持清醒的“文化自觉”与“文化自信”,担负起保护、创新和传承蒙古族语言文化的责任,将蒙古族文化打造成为民族的、世界的、潮流的文化,让蒙古族学生重拾对民族文化的向往和追求,从而自愿地选择蒙古族学校教育。同时,要加强对蒙古族学校的重视、适当增加民族学校数量,扩充蒙古族学生就学途径;精简民族学校课程,合理减轻蒙古族学生学习负担;创造新型的体验式教学模式,充分利用蒙古族游牧文化教育资源,保证学校教育与蒙古族传统文化的衔接并丰富和完对师资队伍的培养机制,保障蒙古族教育能够健康、稳定、久远地发展。
[Abstract]:Mongolian nationality is a nation with legendary historical color. For thousands of years, Mongolian people have lived a nomadic life of "moving water and grass". The Mongolian people created splendid national culture in the long development course, which condensed the national emotion and the national spirit of the Mongolian people. The inheritance of culture depends on education. Mongolian school education plays a decisive role in inheriting Mongolian history and culture, cultivating Mongolian talents and realizing the long-term development of Mongolian nation. However, in recent years, more and more Mongolian students have given up to enter ethnic schools to learn the national language, and the native language education in Inner Mongolia also contains a huge crisis due to the limitations of various subjective and objective factors. It is more and more difficult for Mongolian schools to use their mother tongue to transmit national culture. Primary school is the key period for Mongolian students to receive mother tongue education. If a child gives up his native language learning from primary school, he will never re-accept the teaching of national language in the course of studying in the future. Based on the empirical methods of questionnaire, interview and field observation, combined with literature analysis, this study is based on the effectiveness of mother tongue education in primary school in Mongolian areas, from pedagogy, sociology, etc. Linguistics and other perspectives explore the dynamic development trend of Mongolian primary schools in the process of social change and Mongolian students' choice of national culture under the background of cultural change. The reasons why Mongolian students give up their own language and culture study and the problems existing in the development of Mongolian primary schools are deeply demonstrated and analyzed, and the breakthrough points for the continued survival and development of Mongolian primary schools are found to realize the sustainable development of ethnic education. To protect the diversity and richness of Chinese culture. The study holds that, due to the acceleration of urbanization, the deepening of mixed residence between Mongolia and Han, the spread of short-sighted cultural behavior in the shadow of material pursuit, the transformation of national feelings and national concepts, and the sequelae of the policy of "withdrawing points and combining schools", The lack of motivation for the development of ethnic schools, the weak links in the construction of Mongolian teachers at the grass-roots level and the heavy burden of students lead to the decreasing number of Mongolian mother tongue teaching schools, and the number of students choosing the teaching of national language and culture continues to decline. The inheritance of Mongolian language and culture is facing a crisis. Therefore, both the government and the Mongolian people should maintain their sober "cultural consciousness" and "cultural self-confidence", shoulder the responsibility of protecting, innovating and inheriting the Mongolian language and culture, and build the Mongolian culture into a national and global one. The trend of culture enables Mongolian students to regain their yearning for and pursuit of national culture, and thus voluntarily choose Mongolian school education. At the same time, it is necessary to pay more attention to Mongolian schools, appropriately increase the number of ethnic schools, expand the access of Mongolian students to school, streamline the curriculum of ethnic schools, reasonably lighten the learning burden of Mongolian students, and create a new type of experiential teaching mode. Make full use of Mongolian nomadic culture education resources to ensure the link between school education and Mongolian traditional culture and enrich and complete the training mechanism of teachers to ensure that Mongolian education can develop healthily, steadily and for a long time.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2
本文编号：2183092
[Abstract]:Mongolian nationality is a nation with legendary historical color. For thousands of years, Mongolian people have lived a nomadic life of "moving water and grass". The Mongolian people created splendid national culture in the long development course, which condensed the national emotion and the national spirit of the Mongolian people. The inheritance of culture depends on education. Mongolian school education plays a decisive role in inheriting Mongolian history and culture, cultivating Mongolian talents and realizing the long-term development of Mongolian nation. However, in recent years, more and more Mongolian students have given up to enter ethnic schools to learn the national language, and the native language education in Inner Mongolia also contains a huge crisis due to the limitations of various subjective and objective factors. It is more and more difficult for Mongolian schools to use their mother tongue to transmit national culture. Primary school is the key period for Mongolian students to receive mother tongue education. If a child gives up his native language learning from primary school, he will never re-accept the teaching of national language in the course of studying in the future. Based on the empirical methods of questionnaire, interview and field observation, combined with literature analysis, this study is based on the effectiveness of mother tongue education in primary school in Mongolian areas, from pedagogy, sociology, etc. Linguistics and other perspectives explore the dynamic development trend of Mongolian primary schools in the process of social change and Mongolian students' choice of national culture under the background of cultural change. The reasons why Mongolian students give up their own language and culture study and the problems existing in the development of Mongolian primary schools are deeply demonstrated and analyzed, and the breakthrough points for the continued survival and development of Mongolian primary schools are found to realize the sustainable development of ethnic education. To protect the diversity and richness of Chinese culture. The study holds that, due to the acceleration of urbanization, the deepening of mixed residence between Mongolia and Han, the spread of short-sighted cultural behavior in the shadow of material pursuit, the transformation of national feelings and national concepts, and the sequelae of the policy of "withdrawing points and combining schools", The lack of motivation for the development of ethnic schools, the weak links in the construction of Mongolian teachers at the grass-roots level and the heavy burden of students lead to the decreasing number of Mongolian mother tongue teaching schools, and the number of students choosing the teaching of national language and culture continues to decline. The inheritance of Mongolian language and culture is facing a crisis. Therefore, both the government and the Mongolian people should maintain their sober "cultural consciousness" and "cultural self-confidence", shoulder the responsibility of protecting, innovating and inheriting the Mongolian language and culture, and build the Mongolian culture into a national and global one. The trend of culture enables Mongolian students to regain their yearning for and pursuit of national culture, and thus voluntarily choose Mongolian school education. At the same time, it is necessary to pay more attention to Mongolian schools, appropriately increase the number of ethnic schools, expand the access of Mongolian students to school, streamline the curriculum of ethnic schools, reasonably lighten the learning burden of Mongolian students, and create a new type of experiential teaching mode. Make full use of Mongolian nomadic culture education resources to ensure the link between school education and Mongolian traditional culture and enrich and complete the training mechanism of teachers to ensure that Mongolian education can develop healthily, steadily and for a long time.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2
【参考文献】
相关期刊论文 前1条
1 李耶;刘文静;侯典峰;刘梦tD;李欣;;多民族聚居地区对少数民族语言的保护——以内蒙古自治区包头市蒙古语保护为例[J];内蒙古民族大学学报(社会科学版);2011年05期
，本文编号：2183092
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