【摘要】：隨著城市化、全球化、信息化進(jìn)程的加快,文化的多樣性已經(jīng)構(gòu)成了當(dāng)代社會的基本現(xiàn)實。教育如何應(yīng)對這種文化多樣性?一些國際組織和民族國家在原有多元文化教育的基礎(chǔ)上逐漸形成了交互文化教育的理念和措施。在這個領(lǐng)域,研究者們也展開了多角度、多層面的探索,但是這些探索在一定程度上忽略了交互文化教育背后文化差異類型的多樣性,以及這種多樣性對交互文化教育政策和實踐的實質(zhì)性影響。因此,本論文主要從文化差異類型出發(fā),描述和分析交互文化教育在目的、政策、學(xué)校實踐等方面的策略和措施。 根據(jù)一些國際組織和國家的政策選擇,本論文主要歸納和選擇了種族、宗教、民族、移民、土著居民等區(qū)分文化差異的類型,分別進(jìn)行了探討。其中,基于種族差異的交互文化教育以消除歧視、謀求平等為目的,在法律上保障種族平等,實踐中建立種族合校,強(qiáng)調(diào)非歧視性教學(xué)；基于宗教差異的交互文化教育以消除隔閡、走向?qū)捜莺屠斫鉃槟康?積極創(chuàng)建安全的氛圍,建立選擇性的宗教課程；基于民族差異的交互文化教育以反對對抗、實現(xiàn)團(tuán)結(jié)為目的,在法律上保障少數(shù)民族的教育權(quán)利,在實踐中促進(jìn)民族融合,強(qiáng)調(diào)教師具備多民族知識；基于移民的交互文化教育以反對同化、尋求融合為目的,逐漸從保留語言走向促進(jìn)文化融合,從同化走向互動融合；基于土著居民的交互文化教育以去除壓制、共享進(jìn)步為目的,保障土著居民的權(quán)利,建立專門的土著學(xué)校,依托專業(yè)機(jī)構(gòu)培訓(xùn)教師。 盡管這些類型的交互文化教育在目的定位、政策推進(jìn)、學(xué)校實踐等方面?zhèn)戎攸c各有偏重,但也存在一些共同點：(1)它們開展的基本前提是擁有共同的國家認(rèn)同；(2)都重視發(fā)揮政策法規(guī)的引領(lǐng)和推動作用；(3)在學(xué)校實踐中都尋求課程的整合與互動；(4)注重塑成教師兼容并包的品性；(5)積極開拓家校合作,尋求社會層面多渠道的支持。 然而,交互文化教育也面臨一些挑戰(zhàn)：第一,文化價值判斷的模糊性,第二,差異類型的不可調(diào)和性,第三,文化差異類型的復(fù)雜性。盡管如此,國際交互文化教育的探索對我國教育應(yīng)對文化多樣化也具有重要的啟示,如明確我國文化差異的類型,綜合教育政策、學(xué)校實踐、教師培訓(xùn)等方面,整體推進(jìn)交互文化教育的開展。
[Abstract]:With the development of urbanization, globalization and informatization, cultural diversity has become the basic reality of contemporary society. How does education respond to this cultural diversity? Some international organizations and nation-states have gradually formed the concept and measures of interactive cultural education on the basis of the original multicultural education. In this field, researchers have also carried out multi-angle and multi-level exploration, but to a certain extent, these explorations have neglected the diversity of cultural differences in the context of interactive cultural education. And the material influence of this diversity on the policy and practice of cross-cultural education. Therefore, this paper describes and analyzes the strategies and measures of interactive cultural education in terms of objectives, policies, school practices and so on, starting from the types of cultural differences. According to the policy choices of some international organizations and countries, this paper mainly sums up and selects the different types of cultural differences, such as race, religion, nationality, immigration, indigenous people, etc. Among them, inter-cultural education based on racial differences aims at eliminating discrimination and seeking equality, guarantees racial equality in law, establishes racial schools in practice, and emphasizes non-discriminatory teaching; Based on the religious differences, the interactive cultural education aims at eliminating the estrangement and moving towards tolerance and understanding, and actively creates a safe atmosphere and a selective religious curriculum. The purpose of interactive cultural education based on national differences is to oppose confrontation and realize unity, to protect the educational rights of ethnic minorities in law, to promote ethnic integration in practice, and to emphasize that teachers have multi-national knowledge; In order to oppose assimilation and seek integration, the interactive cultural education based on immigrants gradually moves from preserving language to promoting cultural integration and from assimilation to interactive integration. Cross-cultural education based on indigenous peoples aims at eliminating repression and sharing progress, safeguarding the rights of indigenous peoples, establishing specialized indigenous schools and training teachers with professional institutions. Although these types of cross-cultural education have their own emphases in the aspects of goal orientation, policy promotion, school practice and so on, they also have some common points: (1) their basic premise is to have a common national identity; (2) attach importance to giving full play to the leading and promoting role of policies and regulations; (3) seek the integration and interaction of curriculum in school practice; (4) pay attention to the inclusive character of teachers; (5) to actively develop home-school cooperation and seek social-level and multi-channel support. However, interactive cultural education also faces some challenges: first, the fuzziness of cultural value judgment, second, the irreconcilability of the type of difference, and thirdly, the complexity of the type of cultural difference. Nevertheless, the exploration of international cross-cultural education also has important implications for China's education in response to cultural diversity, such as defining the types of cultural differences in China, comprehensive educational policies, school practice, teacher training, and so on. Promote the development of interactive cultural education as a whole.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G40-05

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