發(fā)布時(shí)間：2018-12-31 20:53

【摘要】： 課堂是教師文化展現(xiàn)的重要場(chǎng)所,本文試圖從文化的視角來關(guān)照教師的課堂教學(xué),將不同文化背景下的教師課堂教學(xué)現(xiàn)實(shí)情景進(jìn)行呈現(xiàn),并在此基礎(chǔ)上探討不同民族教師課堂教學(xué)差異背后的文化緣由,深入的認(rèn)識(shí)和了解教師課堂教學(xué)的文化根基,思考教師在成長(zhǎng)與發(fā)展過程中是否需要一種文化底蘊(yùn)作為支撐。 本研究分為四個(gè)部分: 第一部分:引言。本部分從論文所要研究的問題出發(fā),初步分析了教師課堂教學(xué)研究的意義,并對(duì)國(guó)內(nèi)外有關(guān)課堂教學(xué)研究的現(xiàn)狀進(jìn)行了梳理。 第二部分:漢族、維吾爾族、哈薩克族教師課堂教學(xué)的情景呈現(xiàn)。從教師課堂教學(xué)的五個(gè)主要環(huán)節(jié)出發(fā),將不同民族文化下的課堂教學(xué)現(xiàn)實(shí)情景進(jìn)行呈現(xiàn)與比較。 第三部分:漢族、維吾爾族、哈薩克族教師課堂教學(xué)差異的文化探源。該部分是在前一部分的基礎(chǔ)上進(jìn)一步的思考,運(yùn)用艾德加·沙因(Schein,1985)提出的組織文化模型,從人工制品、價(jià)值和基本假設(shè)三個(gè)層面探尋漢族、維吾爾族、哈薩克族教師課堂教學(xué)差異背后的文化緣由。 第四部分:基于漢族、維吾爾族、哈薩克族教師課堂教學(xué)差異的文化反思。該部分主要是在前述分析的基礎(chǔ)上,認(rèn)識(shí)到不同民族教師的課堂教學(xué)都深深地打上了本民族的文化烙印。使筆者意識(shí)到:尋求各民族教師課堂教學(xué)的差異并不是本研究的終結(jié),更重要的是從對(duì)這些差異的分析中,反思文化對(duì)教師成長(zhǎng)與發(fā)展所產(chǎn)生的影響作用。該部分主要進(jìn)行了兩點(diǎn)反思,一是針對(duì)不同民族教師的成長(zhǎng)與發(fā)展是否需要考慮本民族文化的影響進(jìn)行了反思,二是在明確了不同文化對(duì)不同民族教師的成長(zhǎng)與發(fā)展中具有重要影響的基礎(chǔ)上,嘗試從文化人類學(xué)的視角來反思新疆少數(shù)民族教師成長(zhǎng)與發(fā)展的路徑。
[Abstract]:Classroom is an important place to show teachers' culture. This paper tries to take care of teachers' classroom teaching from the perspective of culture, and presents the actual situation of teachers' classroom teaching under different cultural backgrounds. On this basis, this paper probes into the cultural reasons behind the differences in classroom teaching between teachers from different nationalities, deeply understands and understands the cultural foundation of teachers' classroom teaching, and considers whether teachers need a kind of cultural background as support in the process of their growth and development. This research is divided into four parts: the first part: introduction. This part analyzes the significance of teachers' classroom teaching research from the point of view of the problems to be studied in this paper, and combs the current situation of classroom teaching research at home and abroad. The second part: the situation of classroom teaching of Han, Uygur and Kazakh teachers. Based on the five main links of teachers' classroom teaching, the present situation of classroom teaching under different national cultures is presented and compared. The third part: the cultural origin of classroom teaching differences among Han, Uygur and Kazakh teachers. This part is based on the former part of the further thinking, using the organizational culture model proposed by Schein,1985, from the artifact, value and basic assumptions to explore the Han nationality, Uygur, The cultural reasons behind the differences in classroom teaching of Kazakh teachers. Part four: cultural reflection based on the differences of classroom teaching among Han, Uygur and Kazakh teachers. On the basis of the above analysis, this part recognizes that the classroom teaching of teachers from different nationalities is deeply branded with the culture of their own nation. It makes the author realize that seeking the differences in classroom teaching of teachers from different nationalities is not the end of this study, but more importantly, from the analysis of these differences, reflecting on the influence of culture on the growth and development of teachers. In this part, there are two main reflections, one is whether the growth and development of teachers of different nationalities need to consider the influence of their own culture. Secondly, on the basis of clarifying the important influence of different cultures on the growth and development of teachers of different nationalities, this paper attempts to reflect on the path of the growth and development of ethnic minority teachers in Xinjiang from the perspective of cultural anthropology.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2007
【分類號(hào)】：G752.4

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 魏文宣;新疆南疆三地州維吾爾族大學(xué)生物理實(shí)驗(yàn)課學(xué)習(xí)意志品質(zhì)研究[D];喀什師范學(xué)院;2011年

2 白春玲;基于民族文化發(fā)展的角度論新疆美術(shù)校本課程開發(fā)[D];新疆師范大學(xué);2010年

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本文編號(hào)：2397096