本文選題：少數(shù)民族 + 語言-教學(xué)模式　； 參考：《教育學(xué)報(bào)》2015年01期

【摘要】：理科教育質(zhì)量事關(guān)少數(shù)民族學(xué)生認(rèn)知發(fā)展、就業(yè)前途以及社會和諧與穩(wěn)定。本文分析影響少數(shù)民族理科教育質(zhì)量的主要因素:民族地區(qū)語言-教學(xué)模式處于新的探索階段,理科教師的語言轉(zhuǎn)換能力難度較大,理科課程標(biāo)準(zhǔn)難度過高,理科教師的招聘與配置不足,以及缺乏語言與文化適宜的教育資源等。應(yīng)兼顧民族地區(qū)社會經(jīng)濟(jì)與自然生態(tài)的特殊發(fā)展需求,理科教育需定位于培養(yǎng)學(xué)生的基本科學(xué)素養(yǎng),以及解決生產(chǎn)生活問題的實(shí)際能力。建議開設(shè)"語言與文化適宜的教學(xué)法"等課程,提高民族地區(qū)教師的教學(xué)能力和語言轉(zhuǎn)化能力;加強(qiáng)基于教育與心理的實(shí)證研究與理科教學(xué)實(shí)踐探索。
[Abstract]:The quality of science education is related to the cognitive development, employment prospect and social harmony and stability of ethnic minority students. This paper analyzes the main factors that affect the quality of minority science education: the language teaching model in minority areas is in a new exploration stage, the language conversion ability of science teachers is difficult, and the science curriculum standards are difficult to pass. Lack of recruitment and allocation of science teachers, and lack of language and cultural appropriate educational resources. Consideration should be given to the special development needs of social economy and natural ecology in ethnic areas. Science education should be oriented to cultivate students' basic scientific literacy and practical ability to solve problems of production and life. In order to improve teachers' teaching ability and language transformation ability in minority areas, it is suggested to set up "language and cultural appropriate teaching methods", and to strengthen the empirical research based on education and psychology and the exploration of science teaching practice.
【作者單位】： 北京師范大學(xué)教育學(xué)部;中國教育科學(xué)研究院;
【分類號】：G752.0
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本文編號：1781130