【摘要】：蒙古族是一個富有傳奇歷史色彩的民族,千百年來,蒙古族過著“逐水草而徙”的游牧生活。蒙古族人民在長期的發(fā)展歷程中創(chuàng)造了燦爛的民族文化,它凝結(jié)了蒙古族人民的民族情感與民族精神。文化的傳承依靠教育,蒙古族學校教育在傳承蒙古族歷史文化、培養(yǎng)蒙古族人才、實現(xiàn)蒙古民族的長久發(fā)展方面起到了決定性作用。然而,近年來,越來越多的蒙古族學生放棄進入民族學校學習民族語言,內(nèi)蒙古地區(qū)的民族母語教育也由于多種主客觀因素的限制而蘊藏著巨大的危機,蒙古族學校使用母語傳承民族文化的功能越來越難以延續(xù)。小學階段是蒙古族學生接受母語教育的關(guān)鍵時期,如果一個孩子從小學階段就放棄了本民族語言的學習,那么他絕對不會在日后的求學過程中重新接受民族語言教學。本研究以問卷、訪談和田野觀察等實證方法為主,結(jié)合文獻分析等研究方法,立足于蒙古族聚居區(qū)小學階段母語教育的效用問題,從教育學、社會學、語言學等多重視角探究在社會變遷的過程中蒙古族小學的動態(tài)發(fā)展趨勢以及蒙古族學生在文化變遷的背景下對民族文化的取舍取向,深入論證并分析蒙古族學生放棄本民族語言文化學習的原因以及蒙古族小學自身發(fā)展存在的問題,找出蒙古族小學繼續(xù)生存和發(fā)展的突破口,實現(xiàn)民族教育的可持續(xù)發(fā)展,保護中華文化的多樣性和豐富性。研究認為,由于城市化進程的加快,蒙漢混居的日益加深、物質(zhì)追求蒙蔽下文化短視行為的蔓延、民族情感和民族觀念的轉(zhuǎn)變、“撤點并�！闭吆筮z癥的展現(xiàn)、民族學校自身發(fā)展動力不足、基層蒙語教師隊伍建設(shè)環(huán)節(jié)薄弱以及學生負擔過重等多重原因?qū)е旅晒抛迥刚Z教學學校日益減少,選擇民族語言文化教學的學生數(shù)量持續(xù)走低,蒙古族語言文化的傳承面臨危機。為此,政府和蒙古族人民都應(yīng)當保持清醒的“文化自覺”與“文化自信”,擔負起保護、創(chuàng)新和傳承蒙古族語言文化的責任,將蒙古族文化打造成為民族的、世界的、潮流的文化,讓蒙古族學生重拾對民族文化的向往和追求,從而自愿地選擇蒙古族學校教育。同時,要加強對蒙古族學校的重視、適當增加民族學校數(shù)量,擴充蒙古族學生就學途徑;精簡民族學校課程,合理減輕蒙古族學生學習負擔;創(chuàng)造新型的體驗式教學模式,充分利用蒙古族游牧文化教育資源,保證學校教育與蒙古族傳統(tǒng)文化的銜接并豐富和完對師資隊伍的培養(yǎng)機制,保障蒙古族教育能夠健康、穩(wěn)定、久遠地發(fā)展。
[Abstract]:Mongolian nationality is a nation with legendary historical color. For thousands of years, Mongolian people have lived a nomadic life of "moving water and grass". The Mongolian people created splendid national culture in the long development course, which condensed the national emotion and the national spirit of the Mongolian people. The inheritance of culture depends on education. Mongolian school education plays a decisive role in inheriting Mongolian history and culture, cultivating Mongolian talents and realizing the long-term development of Mongolian nation. However, in recent years, more and more Mongolian students have given up to enter ethnic schools to learn the national language, and the native language education in Inner Mongolia also contains a huge crisis due to the limitations of various subjective and objective factors. It is more and more difficult for Mongolian schools to use their mother tongue to transmit national culture. Primary school is the key period for Mongolian students to receive mother tongue education. If a child gives up his native language learning from primary school, he will never re-accept the teaching of national language in the course of studying in the future. Based on the empirical methods of questionnaire, interview and field observation, combined with literature analysis, this study is based on the effectiveness of mother tongue education in primary school in Mongolian areas, from pedagogy, sociology, etc. Linguistics and other perspectives explore the dynamic development trend of Mongolian primary schools in the process of social change and Mongolian students' choice of national culture under the background of cultural change. The reasons why Mongolian students give up their own language and culture study and the problems existing in the development of Mongolian primary schools are deeply demonstrated and analyzed, and the breakthrough points for the continued survival and development of Mongolian primary schools are found to realize the sustainable development of ethnic education. To protect the diversity and richness of Chinese culture. The study holds that, due to the acceleration of urbanization, the deepening of mixed residence between Mongolia and Han, the spread of short-sighted cultural behavior in the shadow of material pursuit, the transformation of national feelings and national concepts, and the sequelae of the policy of "withdrawing points and combining schools", The lack of motivation for the development of ethnic schools, the weak links in the construction of Mongolian teachers at the grass-roots level and the heavy burden of students lead to the decreasing number of Mongolian mother tongue teaching schools, and the number of students choosing the teaching of national language and culture continues to decline. The inheritance of Mongolian language and culture is facing a crisis. Therefore, both the government and the Mongolian people should maintain their sober "cultural consciousness" and "cultural self-confidence", shoulder the responsibility of protecting, innovating and inheriting the Mongolian language and culture, and build the Mongolian culture into a national and global one. The trend of culture enables Mongolian students to regain their yearning for and pursuit of national culture, and thus voluntarily choose Mongolian school education. At the same time, it is necessary to pay more attention to Mongolian schools, appropriately increase the number of ethnic schools, expand the access of Mongolian students to school, streamline the curriculum of ethnic schools, reasonably lighten the learning burden of Mongolian students, and create a new type of experiential teaching mode. Make full use of Mongolian nomadic culture education resources to ensure the link between school education and Mongolian traditional culture and enrich and complete the training mechanism of teachers to ensure that Mongolian education can develop healthily, steadily and for a long time.
【學位授予單位】：延安大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.2

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本文編號：2183092