培養(yǎng)教師的多元文化素養(yǎng)—威斯康星大學(xué)麥迪遜分�；A(chǔ)教育項(xiàng)目研究
發(fā)布時間：2018-11-21 06:56
【摘要】：教師的質(zhì)量高低影響教育的質(zhì)量的高低,教師教育的質(zhì)量高低影響教師的質(zhì)量高低。因此,教育改革,教師教育質(zhì)量的提升是關(guān)鍵。我國是個多民族的國家,且隨著社會的發(fā)展,學(xué)校里學(xué)生的文化多元性日益凸顯,教師面臨著多元文化的挑戰(zhàn)。而在我國當(dāng)前教師教育尤其是民族地區(qū)的高等師范類院校中,對教師的多元文化素養(yǎng)關(guān)注不多,教師多元文化素養(yǎng)的很少被視為培養(yǎng)目標(biāo)。美國的職前教師教育最早關(guān)注教師多元文化素養(yǎng)的培養(yǎng),有著比較成熟的培養(yǎng)理念、培養(yǎng)方式和具體措施。威斯康星-麥迪遜基礎(chǔ)教育項(xiàng)目所設(shè)計(jì)實(shí)施的培養(yǎng)計(jì)劃,基于多元文化的教師教育理念與培養(yǎng)目標(biāo)、注重考察參與者的多元文化背景、旨在滿足學(xué)習(xí)者的多樣化需求、設(shè)置多元文化課程、加強(qiáng)建立大學(xué)與中小學(xué)緊密合作伙伴聯(lián)系、充分結(jié)合社區(qū)資源等等舉措,在訓(xùn)練學(xué)生成為具備多元文化素養(yǎng)的教師方面積累了非常豐富的經(jīng)驗(yàn),值得我國民族地區(qū)高等師范院校的職前教師教育反思和借鑒。本論文立足于我國民族地區(qū)職前教師多元文化素養(yǎng)的培養(yǎng)現(xiàn)狀,選取威斯康星-麥迪遜的基礎(chǔ)教育項(xiàng)目為案例,對其培養(yǎng)教師多元文化素養(yǎng)的各個方面進(jìn)行分析。主要內(nèi)容有:(1)項(xiàng)目出臺的背景,包括理論基礎(chǔ)、社會文化的多樣性趨勢、多元文化教育的發(fā)展;(2)項(xiàng)目致力于社會公平的項(xiàng)目理念、注重教師多元文化素養(yǎng)培養(yǎng)的課程及支持系統(tǒng);(3)項(xiàng)目的運(yùn)作情況,包括關(guān)注多元文化素養(yǎng)考察的招生、提供多元文化場域的教學(xué)實(shí)習(xí)以及強(qiáng)調(diào)多元文化素養(yǎng)的評估等方面;(4)項(xiàng)目的特征及實(shí)施成效:關(guān)注社會公平、尊重文化多樣性、推崇探究式教學(xué)和實(shí)施文化敏感性教學(xué)。及其適應(yīng)美國多元文化社會發(fā)展、豐富教師教育理論、指導(dǎo)教師專業(yè)發(fā)展、增強(qiáng)教師多元文化教學(xué)素養(yǎng)等實(shí)施成效;(5)我國高等師范院校尤其是民族地區(qū)職前教師教育在培養(yǎng)教師多元文化素養(yǎng)方面存在的問題,以及威斯康星-麥迪遜基礎(chǔ)教育項(xiàng)目對我國民族地區(qū)培養(yǎng)教師的多元文化素養(yǎng)值得借鑒之處。研究發(fā)現(xiàn),我國民族地區(qū)職前教師的多元文化素養(yǎng)可以從以下幾個方面入手:重組課程融入多元文化理念、提高高校師者的多元文化素養(yǎng)、教育實(shí)習(xí)的多樣化與規(guī)范化、建立支持校園多元文化環(huán)境的資源系統(tǒng)。
[Abstract]:The quality of teachers affects the quality of education, and the quality of teacher education affects the quality of teachers. Therefore, the education reform, the teacher education quality enhancement is the key. China is a multi-ethnic country, and with the development of society, the cultural diversity of students in schools is increasingly prominent, and teachers are facing the challenge of multiculturalism. However, in the current teacher education in our country, especially in the higher normal colleges in ethnic areas, there is not much attention to the multicultural literacy of teachers, and the multicultural literacy of teachers is rarely regarded as the training goal. Pre-service teacher education in the United States was the first to pay attention to the cultivation of teachers' multicultural literacy, with more mature training ideas, training methods and specific measures. The Wisconsin-Madison basic Education Program is designed and implemented in order to meet the diverse needs of learners, based on multicultural teacher education concepts and goals, focusing on the multicultural background of participants. Such initiatives as setting up multicultural courses, strengthening the establishment of close partnership between universities and primary and secondary schools, fully integrating community resources, and so on, have accumulated very rich experience in training students to become teachers with multicultural literacy. It is worthy of reflection and reference of pre-service teacher education in normal colleges and universities in minority areas of our country. This paper is based on the present situation of cultivation of multiculturalism of pre-service teachers in ethnic areas of our country, and analyzes the various aspects of cultivating teachers' multicultural literacy by taking Wisconsin Madison's basic education project as a case study. The main contents are as follows: (1) the background of the project, including the theoretical basis, the trend of social and cultural diversity, and the development of multicultural education; (2) the project is devoted to the project concept of social equity, and pays attention to the curriculum and support system of the cultivation of teachers' multicultural literacy; (3) the operation of the project, including paying attention to the enrollment of multicultural literacy inspection, providing teaching practice in multicultural field and emphasizing the evaluation of multicultural literacy; (4) the characteristics and effect of the project: paying attention to social equity, respecting cultural diversity, advocating inquiry teaching and implementing culturally sensitive teaching. To adapt to the development of multicultural society in the United States, to enrich the theory of teacher education, to guide the professional development of teachers, and to enhance teachers' multicultural teaching literacy. (5) the problems of pre-service teacher education in teachers' colleges and universities, especially in ethnic areas, in cultivating teachers' multicultural literacy; And the Wisconsin-Madison basic education project can be used for reference to cultivate teachers' multi-cultural literacy in ethnic areas of our country. It is found that the multiculturalism of pre-service teachers in minority areas of our country can be started from the following aspects: reorganizing the curriculum into the concept of multiculturalism, improving the multicultural literacy of teachers in colleges and universities, and diversifying and standardizing the educational practice. Establish a resource system that supports the multicultural environment on campus.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G659.712
本文編號：2346230
[Abstract]:The quality of teachers affects the quality of education, and the quality of teacher education affects the quality of teachers. Therefore, the education reform, the teacher education quality enhancement is the key. China is a multi-ethnic country, and with the development of society, the cultural diversity of students in schools is increasingly prominent, and teachers are facing the challenge of multiculturalism. However, in the current teacher education in our country, especially in the higher normal colleges in ethnic areas, there is not much attention to the multicultural literacy of teachers, and the multicultural literacy of teachers is rarely regarded as the training goal. Pre-service teacher education in the United States was the first to pay attention to the cultivation of teachers' multicultural literacy, with more mature training ideas, training methods and specific measures. The Wisconsin-Madison basic Education Program is designed and implemented in order to meet the diverse needs of learners, based on multicultural teacher education concepts and goals, focusing on the multicultural background of participants. Such initiatives as setting up multicultural courses, strengthening the establishment of close partnership between universities and primary and secondary schools, fully integrating community resources, and so on, have accumulated very rich experience in training students to become teachers with multicultural literacy. It is worthy of reflection and reference of pre-service teacher education in normal colleges and universities in minority areas of our country. This paper is based on the present situation of cultivation of multiculturalism of pre-service teachers in ethnic areas of our country, and analyzes the various aspects of cultivating teachers' multicultural literacy by taking Wisconsin Madison's basic education project as a case study. The main contents are as follows: (1) the background of the project, including the theoretical basis, the trend of social and cultural diversity, and the development of multicultural education; (2) the project is devoted to the project concept of social equity, and pays attention to the curriculum and support system of the cultivation of teachers' multicultural literacy; (3) the operation of the project, including paying attention to the enrollment of multicultural literacy inspection, providing teaching practice in multicultural field and emphasizing the evaluation of multicultural literacy; (4) the characteristics and effect of the project: paying attention to social equity, respecting cultural diversity, advocating inquiry teaching and implementing culturally sensitive teaching. To adapt to the development of multicultural society in the United States, to enrich the theory of teacher education, to guide the professional development of teachers, and to enhance teachers' multicultural teaching literacy. (5) the problems of pre-service teacher education in teachers' colleges and universities, especially in ethnic areas, in cultivating teachers' multicultural literacy; And the Wisconsin-Madison basic education project can be used for reference to cultivate teachers' multi-cultural literacy in ethnic areas of our country. It is found that the multiculturalism of pre-service teachers in minority areas of our country can be started from the following aspects: reorganizing the curriculum into the concept of multiculturalism, improving the multicultural literacy of teachers in colleges and universities, and diversifying and standardizing the educational practice. Establish a resource system that supports the multicultural environment on campus.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G659.712
【參考文獻(xiàn)】
相關(guān)期刊論文 前4條
1 蔣盛楠;;美國威斯康星大學(xué)教師發(fā)展的有效途徑——課例研究[J];外國教育研究;2012年10期
2 劉欣;;教育政策應(yīng)進(jìn)一步加強(qiáng)對弱勢群體的補(bǔ)償[J];華中師范大學(xué)學(xué)報(人文社會科學(xué)版);2008年06期
3 洪明;;教師專業(yè)化:美國教師職前教育課程設(shè)置及借鑒——威斯康星大學(xué)麥迪遜分校教育學(xué)院實(shí)地考察[J];大學(xué)教育科學(xué);2007年01期
4 鄧艷紅;多元文化視野下的基礎(chǔ)教育課程改革——兼談多元文化教育的實(shí)質(zhì)[J];民族教育研究;2004年05期
，本文編號：2346230
本文鏈接：http://sikaile.net/jiaoyulunwen/gaodengjiaoyulunwen/2346230.html
最近更新
教材專著
