甘南地區(qū)藏漢雙語師資現狀分析及對策研究
發(fā)布時間：2018-12-13 23:19
【摘要】：2015年8月,教育部和國家民委在北京聯合召開了第六次全國民族教育工作會議,會前,國務院印發(fā)了《關于加快發(fā)展民族教育的決定》(以下簡稱《決定》),指出民族教育的突出問題是雙語師資不足�！稕Q定》指出到2020年,民族地區(qū)教育整體發(fā)展水平及主要指標接近或達到全國平均水平,國家通用語言文字教育基礎薄弱地區(qū)學前教育階段基本普及兩年雙語教育,義務教育階段全面普及雙語教育。通過近二十年的民族地區(qū)雙語教學改革與實踐探索,發(fā)現雙語教師隊伍數量不足和質量不高的問題是制約民族地區(qū)雙語教育的重要因素。這些年來,甘南地區(qū)的各項事業(yè)發(fā)展很快,尤其是教育事業(yè)有了長足的進步,但與形勢發(fā)展的要求相比,藏漢雙語教育還比較落后。在系統(tǒng)熟悉國內外有關人才理論、雙語教育理論的基礎上,在詳細收集國內其他地區(qū)藏漢雙語教育資料的前提下,多次深入甘南藏區(qū),通過對教育管理部門、各類學校、部分藏民多次調研的基礎上,對甘南地區(qū)藏漢雙語師資需求情況作了初步的研究和探討。本文通過對甘南地區(qū)藏漢雙語教師的基本情況、專業(yè)素質等雙語教師隊伍建設現狀的實地考察,對甘南地區(qū)的雙語師資人才需求進行了定量和定性分析理論上豐富了藏族地區(qū)雙語教育方面的理論知識,為今后少數民族地區(qū)雙語師資發(fā)展的深入研究提供了便利和借鑒。實踐上有利于解決藏漢雙語教學中存在的問題,提高雙語師資水平,促進雙語教師的專業(yè)化發(fā)展,更大程度上培養(yǎng)少數民族雙語人才。本研究運用文獻法、調查法、比較分析法,對甘南地區(qū)的中小學藏漢雙語師資現狀進行分析,并和全國平均水平進行比較,總結出現甘南地區(qū)藏漢雙語師資在發(fā)展中存在的一系列問題,分析問題原因所在,探討如何建立一支優(yōu)秀的雙語教師隊伍,為解決這些問題提供可行的建議和策略。其中發(fā)現的問題包括:師資數量不足;師資學科結構性缺乏;師資素質參差不齊;師資引進難,優(yōu)秀教師流失嚴重;師資培訓不足。通過分析其產出的原因,最后提出解決這些問題的相應對策:提高藏漢雙語師資隊伍建設的認識;完善雙語師資隊伍建設保證體系;通過擴大隊伍,提高素質,搞好培訓,提高待遇等方式切實抓好藏漢雙語師資隊伍建設。
[Abstract]:In August 2015, the Ministry of Education and the State people's Commission jointly convened the sixth National Conference on ethnic Education in Beijing. Prior to the meeting, the State Council issued and issued the decision on accelerating the Development of ethnic Education (hereinafter referred to as "the decision"). It is pointed out that the outstanding problem of ethnic education is the shortage of bilingual teachers. It is pointed out that by 2020, the overall development level and main indicators of education in ethnic minority areas are close to or up to the national average. In areas with weak foundation of national common language education, two years of bilingual education are basically popularized in preschool education, and bilingual education is popularized in compulsory education. Through the reform and practice of bilingual teaching in ethnic minority areas in the past two decades, it is found that the shortage of the number and quality of bilingual teachers is an important factor restricting bilingual education in ethnic minority areas. Over the years, various undertakings in Gannan region have developed rapidly, especially in education, but compared with the requirements of the development of the situation, Tibetan and Chinese bilingual education is still relatively backward. On the basis of systematic familiarity with the theories of talent and bilingual education at home and abroad, and on the premise of collecting in detail the information on Tibetan and Chinese bilingual education in other parts of the country, we went deep into the Tibetan region of Gannan many times, through the education management departments and schools of all kinds. On the basis of many investigations by some Tibetans, this paper makes a preliminary study and discussion on the demand of Tibetan and Chinese bilingual teachers in Gannan region. This paper investigates the present situation of Tibetan and Chinese bilingual teachers in Gannan region and their professional quality. The quantitative and qualitative analysis of the demand for bilingual teachers in Gannan region enriches the theoretical knowledge of bilingual education in Tibetan areas theoretically, and provides convenience and reference for the further study of bilingual teachers in ethnic minority areas in the future. In practice, it is helpful to solve the problems existing in Tibetan and Chinese bilingual teaching, to improve the level of bilingual teachers, to promote the professional development of bilingual teachers, and to train ethnic minority bilingual talents to a greater extent. The present situation of Tibetan and Chinese bilingual teachers in middle and primary schools in Gannan is analyzed by literature, investigation and comparative analysis, and compared with the national average. This paper summarizes a series of problems existing in the development of Tibetan and Chinese bilingual teachers in Gannan region, analyzes the causes of the problems, and probes into how to establish an excellent bilingual teachers' team to provide feasible suggestions and strategies for solving these problems. The problems found include: the shortage of teachers; the lack of teachers' discipline structure; the uneven quality of teachers; the difficulty of introducing teachers and the serious loss of excellent teachers; and the shortage of teacher training. Through the analysis of the reasons of its output, the corresponding countermeasures to solve these problems are put forward: to improve the understanding of the construction of Tibetan and Chinese bilingual teachers, to perfect the guarantee system of the construction of bilingual teachers; The construction of Tibetan and Chinese bilingual teachers should be carried out by enlarging the ranks, improving the quality, improving the training and improving the treatment.
【學位授予單位】：西北民族大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G755.1
本文編號：2377435
[Abstract]:In August 2015, the Ministry of Education and the State people's Commission jointly convened the sixth National Conference on ethnic Education in Beijing. Prior to the meeting, the State Council issued and issued the decision on accelerating the Development of ethnic Education (hereinafter referred to as "the decision"). It is pointed out that the outstanding problem of ethnic education is the shortage of bilingual teachers. It is pointed out that by 2020, the overall development level and main indicators of education in ethnic minority areas are close to or up to the national average. In areas with weak foundation of national common language education, two years of bilingual education are basically popularized in preschool education, and bilingual education is popularized in compulsory education. Through the reform and practice of bilingual teaching in ethnic minority areas in the past two decades, it is found that the shortage of the number and quality of bilingual teachers is an important factor restricting bilingual education in ethnic minority areas. Over the years, various undertakings in Gannan region have developed rapidly, especially in education, but compared with the requirements of the development of the situation, Tibetan and Chinese bilingual education is still relatively backward. On the basis of systematic familiarity with the theories of talent and bilingual education at home and abroad, and on the premise of collecting in detail the information on Tibetan and Chinese bilingual education in other parts of the country, we went deep into the Tibetan region of Gannan many times, through the education management departments and schools of all kinds. On the basis of many investigations by some Tibetans, this paper makes a preliminary study and discussion on the demand of Tibetan and Chinese bilingual teachers in Gannan region. This paper investigates the present situation of Tibetan and Chinese bilingual teachers in Gannan region and their professional quality. The quantitative and qualitative analysis of the demand for bilingual teachers in Gannan region enriches the theoretical knowledge of bilingual education in Tibetan areas theoretically, and provides convenience and reference for the further study of bilingual teachers in ethnic minority areas in the future. In practice, it is helpful to solve the problems existing in Tibetan and Chinese bilingual teaching, to improve the level of bilingual teachers, to promote the professional development of bilingual teachers, and to train ethnic minority bilingual talents to a greater extent. The present situation of Tibetan and Chinese bilingual teachers in middle and primary schools in Gannan is analyzed by literature, investigation and comparative analysis, and compared with the national average. This paper summarizes a series of problems existing in the development of Tibetan and Chinese bilingual teachers in Gannan region, analyzes the causes of the problems, and probes into how to establish an excellent bilingual teachers' team to provide feasible suggestions and strategies for solving these problems. The problems found include: the shortage of teachers; the lack of teachers' discipline structure; the uneven quality of teachers; the difficulty of introducing teachers and the serious loss of excellent teachers; and the shortage of teacher training. Through the analysis of the reasons of its output, the corresponding countermeasures to solve these problems are put forward: to improve the understanding of the construction of Tibetan and Chinese bilingual teachers, to perfect the guarantee system of the construction of bilingual teachers; The construction of Tibetan and Chinese bilingual teachers should be carried out by enlarging the ranks, improving the quality, improving the training and improving the treatment.
【學位授予單位】：西北民族大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G755.1
【參考文獻】
相關期刊論文 前10條
1 李能武;;四川民族學院藏漢雙語教學問題及對策[J];四川民族學院學報;2015年02期
2 王榮;尚瑪;;青海藏區(qū)藏漢雙語教育發(fā)展現狀與展望[J];青海師范大學學報(哲學社會科學版);2014年04期
3 姚建軍;;西藏學前藏漢雙語教育師資培養(yǎng)現狀[J];佳木斯教育學院學報;2014年06期
4 虎技能;;藏漢雙語教師專業(yè)發(fā)展的現實困境與思考[J];中國民族教育;2013年12期
5 丁玉霞;;全空間學習視角下的藏漢雙語教師培訓探討[J];軟件導刊(教育技術);2013年08期
6 汪學琴;;甘孜藏族自治州學前教育師資培養(yǎng)培訓情況綜述[J];四川民族學院學報;2013年03期
7 鄭敏;多杰才讓;;藏族理科雙語教學的現狀分析[J];青海師范大學學報(自然科學版);2012年04期
8 苗東霞;;雙語教師的新型角色[J];民族教育研究;2011年06期
9 陳冰冰;;國外需求分析研究述評[J];外語教學與研究;2009年02期
10 蘇麗英;;越語人才需求現狀分析和未來預測[J];廣西民族大學學報(哲學社會科學版);2008年S2期
，本文編號：2377435
本文鏈接：http://sikaile.net/jiaoyulunwen/crjy/2377435.html
