本文選題：民族教育 + 學(xué)前教育�。� 參考：《中國教育學(xué)刊》2014年04期

【摘要】：近年來我國少數(shù)民族地區(qū)雙語幼兒園數(shù)量迅速擴展,合格雙語教師緊缺;學(xué)前雙語課程資源缺失,雙語課程資源開發(fā)困難;單一雙語教育模式導(dǎo)致幼兒雙語能力非均衡發(fā)展;雙語教學(xué)方式不符合幼兒心理特征與雙語教育規(guī)律等是制約學(xué)前雙語教育實施的瓶頸。要提高少數(shù)民族學(xué)前雙語教育教學(xué)效果,可以從以下幾方面入手:轉(zhuǎn)變雙語教師培養(yǎng)模式,加快雙語教師專業(yè)成長;從幼兒熟悉的生活中建構(gòu)豐富多彩的課程資源;建構(gòu)多元雙語教育模式,促進幼兒雙語均衡發(fā)展;科學(xué)并藝術(shù)地開展雙語教學(xué)活動。
[Abstract]:In recent years, the number of bilingual kindergartens in minority areas in China has expanded rapidly, the qualified bilingual teachers are in short supply, the resources of pre-school bilingual courses are lacking, the development of bilingual curriculum resources is difficult, the single mode of bilingual education leads to the unbalanced development of children's bilingual ability. Bilingual teaching method does not accord with children's psychological characteristics and bilingual education law is the bottleneck of pre-school bilingual education. To improve the teaching effect of ethnic minority pre-school bilingual education, we can start with the following aspects: changing the training mode of bilingual teachers, speeding up the professional growth of bilingual teachers, constructing rich and colorful curriculum resources from the familiar life of young children; To construct a multivariate bilingual education model to promote the balanced development of children's bilingualism, and to carry out bilingual teaching activities scientifically and artistically.
【作者單位】： 西北師范大學(xué)教育學(xué)院;甘肅民族師范學(xué)院;中國教育學(xué)會;
【基金】：國家社會科學(xué)基金2011年度項目“民族地區(qū)雙語教育成效與問題調(diào)查研究”(項目編號:11BMZ051)研究成果
【分類號】：G619.2

【共引文獻】

相關(guān)期刊論文 前10條

1 楊雅t，

本文編號：1892646