文化可持续教学:源起、本质与可能路径

发布时间：2018-01-20 23:35

本文关键词： 文化可持续教学教育主权批判性反思文化可持续课堂　出处：《教育研究与实验》2015年03期 　论文类型：期刊论文

【摘要】：在多民族或多族群国家,多元文化教育面临着来自不同文化背景的学生的挑战。正确认识和处理教学与文化的关系问题,直接关系到教学的有效性和多元文化教育的成败。文化同化性教学以形式上的平等掩盖了实质上的不平等,实际上是一种无意识的种族主义,导致少数民族或少数族群学生被边缘化。在教学与文化关系的探索中,文化关涉性教学作出了有益的回应,但难以实现其既定目标,迫切需要一种旨在维护和促进语言、文字和文化多元化的教学,这就是文化可持续教学。文化可持续教学维护文化的多元化,秉持动态的文化观,重视维护和促进青年文化和习俗,同时对其保持清醒地批判。文化可持续教学的有效实施,需要以尊重教育主权为前提,学会批判性反思,构建文化可持续课堂。这对我国多元文化教育的开展具有重要的启示和借鉴意义。
[Abstract]:In multi-national or multi-ethnic countries, multicultural education is facing the challenge of students from different cultural backgrounds, and correctly understand and deal with the relationship between teaching and culture. It is directly related to the effectiveness of teaching and the success or failure of multicultural education. Cultural assimilation teaching masks the inequality in substance with formal equality, which is actually a kind of unconscious racism. As a result, minority or minority students are marginalized. In the exploration of the relationship between teaching and culture, culture-related sex teaching makes a useful response, but it is difficult to achieve its established goal. There is an urgent need for a kind of teaching aimed at maintaining and promoting the diversity of language, writing and culture, which is the sustainable teaching of culture. Attach importance to maintaining and promoting youth culture and customs, while maintaining a sober criticism of them. The effective implementation of cultural sustainable teaching needs to respect the sovereignty of education as the premise, learn critical reflection. The construction of sustainable cultural classroom has important implications for the development of multicultural education in China.
【作者单位】：华中师范大学教育学院;美国马里兰大学教育学院;
【分类号】：G420
【正文快照】： 当今世界,大多数国家都是多民族或多族群国家,美国是世界上典型的多族群国家,目前大约有270多个族群。多元文化的并存与共融,是多民族或多族群国家共同面临的重大问题。二十世纪50年代,在公民权利运动(civil rights movement)的推动下,多元文化主义(multiculturalism)思潮开始

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