本文關(guān)鍵詞：云南省黎明市孟波鎮(zhèn)中學(xué)多元文化教師民族志研究　出處：《中央民族大學(xué)》2009年博士論文　論文類型：學(xué)位論文

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【摘要】： 本研究是一項(xiàng)以批判主義人類學(xué)的后現(xiàn)代主義為主要理論范式,采用文化唯物主義的主位研究和客位研究相結(jié)合的微觀教育民族志研究,主要通過觀察我國云南省西雙版納傣族自治州黎明市孟波鎮(zhèn)中學(xué)的課堂教學(xué)來研究少數(shù)民族地區(qū)多元文化教師的專業(yè)發(fā)展現(xiàn)狀,并對(duì)之進(jìn)行詳細(xì)的描述和解釋。研究過程包括長達(dá)七個(gè)月時(shí)間的四次田野研究。 本研究把多元文化教師界定為:尊重學(xué)生的差異和個(gè)體文化,認(rèn)識(shí)到教育就是要讓所有學(xué)生接受平等的教育,幫助弱勢(shì)群體的學(xué)生發(fā)展更為積極的態(tài)度以及文化價(jià)值取向,除了必須具備扎實(shí)的教育專業(yè)素養(yǎng)與學(xué)科專門知識(shí)之外,還應(yīng)具備基本的文化人類學(xué)素養(yǎng)以及多元文化課程設(shè)計(jì)能力和多元文化教學(xué)設(shè)計(jì)能力。多元文化教師專業(yè)發(fā)展是指作為多元文化教師的專業(yè)成長或教師在文化等方面的專業(yè)結(jié)構(gòu)不斷更新、演進(jìn)和豐富的過程。 本研究主要通過案例的形式,描述和分析了孟波鎮(zhèn)中學(xué)教師多元文化教育理念,論述平等與公正是多元文化教師的核心理念,多元文化教師是民主的、自由的,是對(duì)學(xué)生充滿愛、對(duì)不同文化充滿愛的。本研究通過課堂教學(xué)案例片段,描述和分析了孟波鎮(zhèn)中學(xué)課堂教學(xué)中教師的多元文化課程設(shè)計(jì)能力,多元文化課程設(shè)計(jì)能力是多元文化教師的一項(xiàng)最重要和基本的能力。這種多元文化課程設(shè)計(jì)能力主要包括兩個(gè)方面,非多元文化課程素材的設(shè)計(jì)和多元文化課程素材的設(shè)計(jì)。多元文化素材與多元文化教育之間不存在必然的聯(lián)系,教師是實(shí)現(xiàn)多元文化教育的關(guān)鍵,教材只是一個(gè)前提;通過課堂教學(xué)案例片段,描述和分析了孟波鎮(zhèn)中學(xué)課堂教學(xué)中教師的多元文化教學(xué)設(shè)計(jì)能力。多元文化教師課堂教學(xué)設(shè)計(jì)能力包括很多方面,如尊重多元和差異、聯(lián)系學(xué)生的經(jīng)驗(yàn)、運(yùn)用討論合作教學(xué)等。 本研究結(jié)合田野研究,提出了多元文化教師的發(fā)展階段理論和類型理論。本研究提出少數(shù)民族地區(qū)多元文化教師專業(yè)發(fā)展分為多元文化無意識(shí)、多元文化覺醒、多元文化行動(dòng)與批判三個(gè)階段;多元文化教師可以分成“來自內(nèi)部的局內(nèi)人”、“來自內(nèi)部的局外人”、“來自外部的局內(nèi)人”和“來自外部的局外人”四種類型。然后對(duì)多元文化教師的培養(yǎng),主要從多元文化教師的職前培養(yǎng)和職后培養(yǎng)兩個(gè)方面提出有針對(duì)性的建議:師范院校的分類設(shè)置;擴(kuò)大民族學(xué)生在師范院校中的招生比例;師資培訓(xùn)部門對(duì)于多元文化教師的培養(yǎng)目標(biāo)設(shè)立和課程改革等;少數(shù)民族地區(qū)學(xué)校應(yīng)形成自己的辦學(xué)特色;少數(shù)民族地區(qū)中小學(xué)應(yīng)成為多元文化教師培訓(xùn)的主要基地;改革教育評(píng)價(jià)制度政策等。 本研究的意義主要體現(xiàn)在:本研究從文化人類學(xué)、社會(huì)學(xué)的角度來探討教師的專業(yè)發(fā)展,豐富了我國現(xiàn)有的教師教育研究領(lǐng)域。第二,本研究提出教師是實(shí)現(xiàn)多元文化的關(guān)鍵因素,對(duì)豐富我國的多元文化教育研究具有一定的理論意義。第三,本研究通過深入到少數(shù)民族地區(qū)民族中學(xué)做人類學(xué)研究,深入、全面地了解民族教育的現(xiàn)狀,所存在的問題和面臨的挑戰(zhàn),以期引起各界同仁學(xué)者、政府部門等對(duì)少數(shù)民族地區(qū)教育的關(guān)注,采取和制定相應(yīng)的政策等促進(jìn)少數(shù)民族地區(qū)教育和教師的發(fā)展,對(duì)促進(jìn)少數(shù)民族地區(qū)教育理論研究具有一定的意義。最后,本研究以少數(shù)民族地區(qū)的一所民族中學(xué)為個(gè)案,以課堂教學(xué)中師生互動(dòng)為觀察視角,尤其是研究中通過一些鮮活的案例、師生對(duì)話、場景描寫等,來研究多元文化教師,在一定程度上,豐富和發(fā)展了我國在多元文化教師課堂民族志研究上的不足。
[Abstract]:This study is a critique of Anthropology of postmodernism as the main theoretical paradigm, research on micro educational ethnography emic and etic research by cultural materialism, combining the current situation of professional development is mainly to study the multicultural teachers in minority areas through classroom observation Meng Bo town middle school in Yunnan Province, Xishuangbanna City dawn Dai Autonomous Prefecture, and made a detailed description and explanation of the four field study for seven months including the research process.
This study of the multicultural teacher is defined as: respect for differences between students and individual culture, to realize that education is to let all students receive equal education, to help vulnerable groups of students to develop more positive attitudes and cultural value orientation, but must have a solid professional quality education and subject expertise, but also should have the basic literacy of cultural anthropology and multicultural curriculum design ability and multicultural teaching design ability. The professional development of teachers is defined as a multi culture multi culture the professional growth of teachers or teachers' professional structure in the cultural aspects of the update, evolution and process.
This research mainly through the form of case description and analysis of our town middle school teachers' multicultural education, discusses the equality and justice is the core concept of multicultural teachers, multicultural teacher is a democratic, free, full of love for the students, full of love for different cultures. In this study, through classroom teaching case fragments. The description and analysis of the multicultural curriculum design teachers' ability of our town middle school classroom teaching, multicultural curriculum design of multicultural teacher ability is one of the most important and basic skills. The multicultural curriculum design ability mainly includes two aspects, the design of non multicultural curriculum material and multicultural curriculum material design. There is no necessary connection between multicultural materials and multicultural education, teachers is the key to the realization of multicultural education, teaching is a prerequisite; through the course The case teaching fragments, description and analysis of the ability of teaching design teachers' multicultural Mengbo Township Middle School in the classroom teaching. The ability of multicultural teachers' classroom teaching design includes many aspects, such as respect for differences and diversity, with the experience of students applying to discuss cooperation teaching.
This study combined with field research, put forward the multicultural teacher development theory and type theory. This study proposes the multicultural teacher professional development in ethnic minority areas is divided into multi cultural unconsciousness, multicultural awareness, multi-cultural action and criticizing the three stage; multicultural teachers can be divided into "internal insider". "An outsider from the inside", "external insider" and "outsider" from the outside of the four types. Then the training of multicultural teachers, mainly from the multicultural teacher pre training and post training two aspects put forward some suggestions: classification settings in normal colleges; the expansion of the national students in normal universities in the proportion of enrollment; teacher training departments for the establishment of multicultural teacher training objectives and curriculum reform; schools in minority areas should form their own The characteristics of school running; the primary and secondary schools in minority areas should be the main base for the training of multicultural teachers; the reform of the education evaluation system policy and so on.
The significance of this study lies in: the study from the cultural anthropology, sociology point of view to explore the professional development of teachers, enrich our existing teacher education research. Second, this study proposed that the teacher is a key factor to achieve multi culture, which has some theoretical significance on the research of multicultural education to enrich our third. In this study, through in-depth to the national middle school in minority areas for anthropological research, in-depth and comprehensive understanding of the status of national education, the existing problems and challenges, in order to attract people from all walks of life scholars, government departments focus on education in the minority areas, and to formulate corresponding policies to promote the development of education and teachers in minority areas, has a certain significance to promote theoretical research on education in ethnic minority regions. Finally, the research on the minority area of a national middle school In case of teacher-student interaction in the classroom teaching from the view of research, especially through a number of fresh cases, teacher-student dialogue scenes, to study the multicultural teachers, to a certain extent, the enrichment and development of China's problems in the research of classroom ethnography of multicultural teachers.

【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類號(hào)】：G527;K28

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前5條

1 潘旭娟;民族教育中教師多元文化素質(zhì)的培養(yǎng)及對(duì)策研究[D];西南大學(xué);2011年

2 楊昌富;民族地區(qū)中小學(xué)教師文化的研究[D];廣西師范大學(xué);2012年

3 周偉;學(xué)生適應(yīng)視角看民族教育政策跨文化執(zhí)行[D];中央民族大學(xué);2012年

4 胡曉迎;民族高校少數(shù)民族聲樂藝術(shù)傳承與發(fā)展研究[D];中央民族大學(xué);2012年

5 蔡向穎;新疆少數(shù)民族地區(qū)多元文化教師教育研究[D];新疆師范大學(xué);2012年

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本文編號(hào)：1380596